Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners

Abstract

With the advancement of AI in the field of second/foreign (L2) language writing, AI literacy has garnered increasing attention. This study investigated how AI literacy influences self-directed learning (SDL) in the context of academic English writing among Chinese university students and how they perceived AI literacy, SDL, and their relationships. Questionnaire and interview data were collected and analyzed using structural equation modeling as well as open and axial coding. The quantitative results showed that the awareness of AI and ethical considerations positively predicted SDL, while the AI usage negatively predicted SDL, and evaluation had no significant relationship with SDL. The qualitative findings revealed that students found AI tools beneficial for completing academic writing tasks such as summarization and translation, emphasizing time efficiency and improved coherence. Additionally, they acknowledged AI's effectiveness in providing timely written feedback and improving textual transitions. However, concerns were raised about the subject-specific reliability of AI, potential academic misconduct, and the impact on creativity, highlighting both the positive and negative impacts of AI literacy on SDL. Overall, the qualitative findings largely corroborated the quantitative results. The pedagogical implications are then discussed.