Mixed-methods study reveals basic-task overreliance and advanced-feature underuse among university language learners, highlighting the critical role of context in shaping GenAI literacy.
Although research on generative artificial intelligence (GenAI) has expanded rapidly, limited attention has been given to students' GenAI literacy in English as a foreign language learning, particularly from a process-oriented perspective. To address this gap, a process-oriented analytical framework was proposed and applied to examine Chinese university students' GenAI literacy in English as a foreign language learning. The analysis drew on three datasets from the same cohort of 144 students: focus group transcripts, GenAI usage reports from a video presentation project, and presentation scripts developed with GenAI support. The findings reveal dual challenges in students' GenAI literacy: a tendency to underutilize advanced functionalities while over-relying on GenAI for basic tasks. Additionally, the results underscore the significant influence of contextual factors in shaping student–GenAI interactions. Theoretical and pedagogical implications of these findings are discussed.
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Li et al. (2025) studied this question.
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