Exploring University ELLs' AI Literacy: An Exploratory Descriptive Study

Abstract

This study examines university ELLs' AI literacy by investigating their perceptions, attitudes, and engagement with AI technologies. This research employed a survey methodology with 109 undergraduate students from a Korean university. The findings show that ELLs demonstrate a strong interest in AI learning and recognize the need for AI education, though their actual knowledge remains moderate. ELLs reported high confidence in using AI tools such as chatbots and translation services, but showed limited competence in technical skills, such as computer coding. The most significant barrier to AI learning was identified as insufficient computer coding knowledge, followed by a limited understanding of computer science and mathematics. While ELLs held optimistic views about AI's future impact, they acknowledged both potential benefits and risks. These results highlight the importance of developing instructional strategies that address varying levels of technological readiness among ELLs. This study calls for enhanced professional development programs for EFL educators, the creation of structured AI literacy curricula, and institutional policies that support AI-enhanced language-learning opportunities across diverse academic backgrounds.