Clashing AIs: Artificial Intelligence Literacy and Academic Integrity in an EFL Context

Autor/in	Emre Uygun
Titel	Clashing AIs: Artificial Intelligence Literacy and Academic Integrity in an EFL Context
Quelle	In: Journal of Academic Ethics, 24 (2026) 1, Artikel 7Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Emre Uygun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-025-09676-2
Schlagwörter	Forschungsbericht; Foreign Countries; Artificial Intelligence; Technological Literacy; English (Second Language); Second Language Learning; Technology Uses in Education; College Students; Student Attitudes; Plagiarism; Preservice Teacher Education; Ethics; Integrity; Knowledge Level; Second Language Instruction; Turkey + Suchen Sie Ihr Suchwort? Ausland; Künstliche Intelligenz; Technisches Wissen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; Plagiat; Lehramtsstudiengang; Lehrerausbildung; Ethik; Integrität; Wissensbasis; Fremdsprachenunterricht; Türkei
Abstract	Using a quantitative correlational approach, this study examined the connection between artificial intelligence (AI) literacy and attitudes towards plagiarism among English Language Teaching (ELT) students in a Turkish higher education context, where English as a foreign language (EFL) is taught. The participants (N = 82) scored high levels of AI literacy, especially in terms of usage, but knowledge of the ethical components, such as data privacy, responsible use, and authorship, was minimal. Their plagiarism attitudes were moderate and nuanced, marked by ethical awareness on one hand and tolerance for self-plagiarism acts on the other. The findings showed no significant relationship between AI literacy and plagiarism attitudes, suggesting that merely using AI does not lead to heightened ethical awareness. Furthermore, no significant differences were observed across gender, academic year, or frequency of AI use, indicating that these factors may be less influential than shared institutional experiences. Lastly, despite its small sample, the study contributes valuable insights into the foundational challenges of ethics integration in AI literacy, particularly for ELT students as future educators. The findings highlight the need for teacher education programs to embed the dimensions of ethical and critical use of AI tools into curricula to prepare students for responsible digital citizenship. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01