The integration of Generative Artificial Intelligence (AI) in English Language Teaching (ELT) has introduced the concept of "AI Literacy." In a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks, a teacher encourages students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. According to the principles of digital literacies in the AI era, this practice primarily aims to:

GenAI and the Future of Literacy

The integration of Generative Artificial Intelligence (GenAI) in education has sparked a debate about the evolution of writing. According to The Guardian (2024), while some fear the erosion of basic skills, a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks focuses on "AI Literacy." In this framework, teachers encourage students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. This practice primarily aims to develop students' critical evaluative skills and their ability to act as "human-in-the-loop" editors, ensuring that technology serves as a cognitive scaffold rather than a replacement for human agency.

THE GUARDIAN. GenAI and the Newsroom. Londres, 15 ago. 2024. Disponível em: https://www.theguardian.com. Acesso em: 05 fev. 2026.

Based on the text regarding "AI Literacy" and the integration of GenAI in education, analyze the following statements as True (T) or False (F):

( )The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.

( )Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.

( ) The pedagogical approach described encourages students to act as passive recipients of machinegenerated content.

( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.

( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.

Choose the alternative that presents the correct sequence - from top to bottom:

The Role of Materials in ESP

In the ESP context, the use of authentic materials is not an end in itself, but a means to an end. Such materials are selected because they provide the 'carrier content'—the technical or professional information - through which the 'real content' (the target language structures and skills) is practiced. According to Dudley-Evans and St John, the authenticity of the task is often more important than the authenticity of the text itself. By using a technical manual in an 'Agroecology' course, the instructor ensures that the classroom environment mirrors the communicative demands of the students' future professional lives."

DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: a multi-disciplinary approach. Cambridge: Cambridge University Press, 1998. p. 115.

A teacher selects a technical manual for an "Agroecology" course. According to the framework established by Dudley-Evans and St John (1998), the primary justification for this choice is that:

A teacher uses the flipped classroom model for a lesson on "Technical Manuals," where students watch video tutorials at home and use class time for collaborative problem-solving. This practice:

Within the framework of Computer-Assisted Language Learning (CALL), the distinction between communication modes is essential for instructional design. According to the structural properties of digital interaction, "Asynchronous Communication" is characterized by:

KERN, R. Technology and language learning. In: SIMPSON, J. (Ed.). The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.

Read the text below and answer question 21.

ESP is not a matter of teaching 'specialized varieties' of English. The fact that some language features may be more statistically common in a particular context does not create a new form of language. Rather, ESP is an approach to language learning which is based on learner need. The foundation of ESP lies in the question: 'Why does this learner need to learn a foreign language?'. Consequently, the design of a syllabus for a Civil Engineering module must prioritize the communicative demands of the professional fi eld over general linguistic abstraction."

HUTCHINSON, T.; WATERS, A. English for Specifi c Purposes: a learning-centered approach. Cambridge: Cambridge University Press, 1987. p. 19.

A professor at a Federal Institute is designing an English module for "Civil Engineering" students. Based on the principles of Hutchinson and Waters, presented in the text, the selection of materials for this course should primarily reflect which underlying ESP principle?