文献类型：期刊文献

英文题名：Rethinking AI Literacy in L2 Writing: Empirical Evidence from Chinese University Students

作者：Fang, Zhao[1]; Sandelius, Stephen E.[2]

机构：[1] East China University of Science and Technology, School of Foreign Languages, Shanghai, China; [2] Hainan University, HAIC, Haikou, China

年份：2026

起止页码：1173

外文期刊名：2026 15th International Conference on Educational and Information Technology, ICEIT 2026

收录：EI(收录号：20262420924418)

语种：英文

外文关键词：Artificial intelligence - Ethical technology - Regression analysis

摘要：This study examined the current status of AI literacy in L2 writing among Chinese university students and explored how existing AI writing literacy frameworks and measurement scales could be refined. Adopting a mixed-methods design, the study drew on quantitative data from a questionnaire survey for hierarchical regression analysis and qualitative data from reflective journals for thematic analysis. Results indicated that while students generally reported moderate to high levels of AI writing literacy, only the Understanding and Use dimensions significantly predicted their performance in AI-assisted writing tasks. Evaluation and Ethics, though rated positively, showed limited influence on actual writing outcomes. Thematic analysis further revealed students' strong reliance on AI for language-level support but a lack of attention to discoursal or ethical aspects. More notably, it also disclosed the underestimation of the nuances of affective components and the overlooking of regulatory and regional constraints within the existing AI literacy frameworks. The study calls for a more student-centered approach to conceptualizing and assessing AI writing literacy, one that better reflects learners' lived experiences and diverse needs. ? 2026 IEEE.