The emergence of generative AI (GenAI) technologies, particularly Large Language Models (LLMs), has profoundly reshaped higher education, presenting both transformative opportunities and ethical challenges for language teaching. This study investigates the role of AI literacy among college English language teachers in driving pedagogical transformation. AI literacy is conceptualized as a multifaceted competence encompassing technical, pedagogical, critical, and ethical dimensions. Using a case study of an English debate contest involving 90 first-year undergraduates, the research examines how teachers’ AI literacy influences instructional design, student engagement with AI tools, and learning outcomes. Findings reveal that higher levels of teacher AI literacy correlate with more innovative, student-centered, and AI-integrated pedagogical practices, enhancing collaboration, critical thinking, and authenticity in learning experiences. The study also highlights challenges, including ethical considerations, bias evaluation, and balancing human-AI interaction. Implications suggest that fostering comprehensive AI literacy among language educators is essential for effective and responsible integration of AI in higher education
Ruo Zhao (Fri,) studied this question.