Content area
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.
Details
Literature Reviews;
Educational Research;
Psychological Needs;
Individualized Instruction;
Educational Objectives;
Artificial Intelligence;
Language Processing;
Learner Engagement;
Cognitive Development;
Focus Groups;
Authentic Learning;
Competence;
Research Skills;
Influence of Technology;
Computers;
Learning Theories;
English (Second Language);
Information Literacy;
Periodicals;
Computer Assisted Instruction;
College Students;
Ethics;
Outcomes of Education;
Integrated Activities
Literacy;
Collaboration;
College students;
Colleges & universities;
Artificial intelligence;
Scripts;
Learning;
English as a second language;
Foreign languages;
Language acquisition;
Digital literacy;
Generative artificial intelligence;
Second language learning;
English language;
English as a second language learning;
Chinese languages;
Students;
Video recordings