Critical AI literacy for applied linguistics and language education students

Following the generative artificial intelligence (GenAI) boom of the early 2020s, research in applied linguistics has become preoccupied with identifying how artificial intelligence (AI) and GenAI can be used effectively in research and education. As we emerge from our initial reactionary perspectives, there is an increased interest in delineating AI literacies so as to support learners who wish to engage with AI and GenAI as part of their learning process. This paper adds to this growing body of work, offering insight into critical AI literacies for applied linguistics and language education. Based on the critical grounded theory analysis of a focus group with Spanish students of applied linguistics, this paper teases apart the students’ technical understandings of AI, use of critical thinking when engaging with AI, awareness of the ethical concerns surrounding AI, and practical applications of AI. The discussions revealed a complex interaction of practical, ethical, and analytical considerations, emphasizing AI’s potential to augment but not replace human expertise. Ethical considerations were linked with critical thinking, reflecting a deep integration of moral and practical dimensions in student discussions. Our analysis seeks to inform current research that develops both frameworks and theoretical models for language education and applied linguistics education.