This study explores the impact of a process-oriented, generative AI-supported EFL writing program on upper-elementary students’ digital literacy. Quantitative results showed a statistically significant improvement in students’ perceived digital literacy competence, suggesting that even short-term, well-designed AI-supported instruction can meaningfully enhance learners’ confidence and evaluative awareness. More specifically, qualitative findings revealed a clear developmental shift: students moved from surface-level reliance on AI outputs toward intentional prompt design, critical evaluation and selective adaptation of AI-generated suggestions, and emerging ethical responsibility in authorship. Writing artifacts demonstrated stronger authorial voice and increasingly strategic integration of AI feedback across drafting cycles, while reflections documented a transition from passive acceptance to accountable, discerning AI use. These findings indicate that scaffolded integration of generative AI can promote critical, strategic, and ethical digital literacy beyond mere productivity gains.
Juhyun Back (Tue,) studied this question.
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