Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners

This article explores a gap in international research on digital literacies and empowerment among adult English as an Additional Language (EAL) learners, focusing on the Australian context. As digital tools, including generative AI, become essential for daily life and employment, EAL learners often lack support in understanding and using such technologies. Based on data from a national study involving adult education providers, the article examines the views of students, educators, and leaders on integrating generative AI into EAL programs. While many learners show interest, educators remain cautious, especially with beginners. The findings highlight the need for educator training and AI literacy development to support digital inclusion and empowerment, particularly for migrant and refugee learners.

Edwin Creely, Melissa Barnes, Ekaterina Tour, Michael Henderson, Peter Waterhouse, Melisa Agudelo Pena, and Sweta Vijaykumar Patel, 2025