Artificial intelligence (AI) is reshaping English Language education through generative tools,digital resources, automated feedback, and AI-supported assessment. Yet empirical evidence on how teachers’ AI literacy relates to the adoption of digital English Language pedagogies remains limited in Nigerian secondary schools. This study investigated the relationship between AI literacy and the adoption of digital English Language pedagogies among teachers in public senior secondary schools in Ogun State, Nigeria. Guided by four objectives, the study examined the levels of teachers’ AI literacy and pedagogical adoption, the relationship between the constructs, and the predictive contribution of AI literacy to adoption. A correlational survey design was employed. The population comprised 202 English Language teachers, all of whom received a structured questionnaire; 187 valid responses were obtained, yielding a 92.6% response rate. Data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and simple linear regression at the 0.05 significance level. Teachers demonstrated very high AI literacy (M = 3.37) and adoption of digital English Language pedagogies (M = 3.35). AI literacy was significantly and positively associated with pedagogical adoption (r = .303, p < .001) and significantly predicted adoption, accounting for 9.2% of the variance (R² = .092, β = .303, p < .001). The findings position AI literacy as a relevant, though modest, factor in teachers’ digital pedagogical engagement. The study highlights the need to complement AI literacy development with institutional, infrastructural, and professional support to strengthen sustainable digital pedagogical adoption.