The impact of generative AI-supported process-oriented EFL writing instruction on digital literacy development in an IB PYP classroom

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.