FROM USE TO AWARENESS: EMBEDDING CRITICAL AI LITERACY IN TERTIARY EFL CLASSROOMS IN BANGLADESH

Abstract

The rapid integration of Artificial Intelligence (AI) into education has reshaped the practices of language teaching and learning worldwide. In the context of Bangladesh, the emergence of AI demands critical scrutiny. Because, tertiary-level English as a Foreign Language (EFL) education faces constant challenges such as limited resources, uneven digital literacy, and traditional pedagogy. This study investigates the role of critical AI literacy, the ability to use AI tools effectively as well as to evaluate their implications, biases, and ethical concerns in enhancing EFL teaching and learning. Theoretical frameworks of digital and critical literacies are utilized in this research. These explore how AI-powered applications such as, chatbots, automated writing evaluators, and translation tools are perceived and utilized in the Bangladeshi tertiary context. Quantitative data were collected through surveys of 160 students and 30 faculty members from multiple universities. Semi-structured interviews from 10 faculty members across selected institutions are also taken. The findings reveal a dual narrative. AI tools help to improve learner autonomy, feedback practices, and communicative competence. But the lack of critical awareness often leads to unreflective reliance and plagiarism risks. It may diminish critical thinking faculty. The study emphasizes on embedding critical AI literacy into EFL curricula. So that students can develop both functional proficiency and ethical responsibility in their academic and professional engagements. This study argues that implanting critical AI literacy into tertiary-level EFL education in Bangladesh is essential to balance the benefits of AI-assisted learning with ethical awareness, thereby fostering learner autonomy, digital proficiency, academic integrity, and future-ready global competence.