Exploring College English Teachers' Self-Perceptions and Their Students' Perceptions of Digital Literacy in the AI Era

Abstract

This study investigates college English teachers' self-perceptions of digital literacy in the context of artificial intelligence (AI) integration and compares them with students' expectations. As AI increasingly shapes educational practices, teachers encounter challenges in adopting digital tools to improve learning outcomes. Using a mixed-methods approach, data were gathered from focus group interviews with 10 teachers, surveys from 771 students, and in-depth student interviews. The findings highlight a gap between teachers' self-assessments and students' expectations, especially regarding the technical and pedagogical use of AI tools. Teachers felt confident in basic digital skills but identified challenges such as insufficient training and resource limitations. In contrast, students had higher expectations for the incorporation of AI-driven technologies and personalized learning tools to enhance engagement. This research emphasizes the importance of professional development programs that integrate both technical and pedagogical aspects of digital literacy, ensuring that educators' skills align with students' expectations and the transformative potential of AI in education.