Guardians of Academic Integrity: Empowering Iranian EFL Teachers through Critical AI Literacy and Content Evaluation

The rapid development of Generative Artificial Intelligence (GenAI), including ChatGPT, has influenced English Language Teaching (ELT) and academic writing in higher education. In Iran, EFL teachers and learners are increasingly using GenAI tools for translation, paraphrasing, feedback, brainstorming, and academic writing, often before clear institutional guidelines have been developed. While these tools can support language learning and writing development, they also raise ethical and academic integrity concerns in EFL writing. These concerns include fabricated references, uncertain authorship, superficial fluency, reduced learner agency, and the submission of AI-generated or heavily AI-edited texts without adequate reflection or disclosure. Using a critical argumentative review approach, this paper examines the implications of GenAI for EFL education in Iran and argues that the ability to use AI tools is not sufficient as a professional competency for teachers. Instead, Iranian EFL teachers need Critical AI Literacy to evaluate AI-supported writing, guide responsible AI use, and protect academic integrity. Drawing on the literature on AI literacy, critical digital literacy, academic integrity, and teacher professional development, the paper proposes a five-dimensional evaluative framework based on accuracy, transparency, originality, ethical awareness, and pedagogical value. It concludes that EFL teachers in Iran can help students use GenAI in ways that support writing development, responsibility, and meaningful learning while also protecting academic integrity.

کلیدواژه ها:

Generative AI ، Critical AI Literacy ، Academic Integrity ، AI-Supported Writing ، EFL Teachers ، Iranian Higher Education