Research on the Path of Artificial Intelligence Empowering the Development of Digital Literacy of College English Teachers

Abstract

Developing digital literacy by college English teachers faces challenges from the advent of artificial intelligence technology in education. In this study, we investigate the pathways of how artificial intelligence empowers the development of teachers' digital literacy, which builds up an analytical framework based upon three aspects: connotation definition; mechanism of action; and supporting strategies. By reviewing the concept evolution of digital literacy combined with the features of the college English teaching context, we identify the core elements of teachers' digital literacy within the intelligent technology environment. A literacy model composed of three dimensions (perception, acquisition, and transformation) has been built up according to the dynamic capability view. Pathway of literacy generation via cognitive apprenticeship effects, activation of teaching agency, and human-machine collaborative interaction were revealed at the mechanism level. Constructing an intelligent research and training ecosystem, applying the technology acceptance model, and direction of role reconstruction have been explored at the support level. We believe that the key to empowerment lies in activating the subjectivity of teachers via mechanism design so as to reach dynamic integration between technological application and humanistic value.