Exploration of AI Literacy Cultivation Mechanisms in English Education in the Digital Age

Abstract

The digital age sees artificial intelligence reshaping the landscape of English education, and the interaction between learners and intelligent systems imposes new literacy requirements for language competence. This study focuses on the conceptual connotation and cultivation mechanisms of AI literacy in English education. From the perspective of English education, it defines the three-dimensional attributes of AI literacy, namely cognition, language interaction, and critical evaluation, and analyzes the constituent elements such as task decomposition and feedback integration in human-machine collaborative contexts. The study examines the interactive adaptability of AI tools, the dynamic adjustment of learning strategies by algorithmic feedback, and the calibration model of language trust. Based on these investigations, it constructs a progressive framework for human-machine collaboration underpinned by language task chains, proposes a literacy advancement pathway from tool operation to pragmatic reflection, and develops a cognitive transformation model that integrates language acquisition with algorithmic awareness, thereby providing a theoretical analytical framework for the cultivation of AI literacy.