Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds

Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups, representing participants across Australia. Integrating sociomaterial and sociocultural perspectives which, together, conceptualize literacy and literacy learning as materially and socially embedded practices, we explore the AI literacy practices and capabilities of adult English as an additional language (EAL) learners from migrant and refugee backgrounds within their everyday contexts. The study found that the majority of learners from migrant and refugee backgrounds either had not heard about generative AI, or had never used it. This is a noteworthy and troubling finding, especially given the commonly held understanding that AI literacy will be increasingly important in coming years. Nevertheless, the focus group participants who had used generative AI reported positive attitudes and emerging repertoires of AI literacy practices associated with learning, everyday tasks, leisure pursuits, and professional activities. While these participants showed emerging, though fragmented, AI literacy capabilities, there was a significant proportion of language learners without any apparent AI literacy capabilities. These findings suggest that these learners are missing out on many opportunities afforded by AI, which further reinforces the disadvantage of this group. The article concludes with implications for policy, curriculum, and practice, with the aim of bolstering the inclusion of AI literacy in language learning programs.