Measuring the Impact of AI-Literacy on the Communicative Agency of EFL Students
DOI:
https://doi.org/10.24090/8x1pk789Keywords:
AI literacy, communicative agency, EFL studentsAbstract
This study examines the impact of AI-literacy on the communicative agency of English as a Foreign Language (EFL) students. The research addresses the growing need to integrate artificial intelligence awareness into language learning to support students’ active participation and confidence in communication. The objective of this study is to investigate how structured AI-literacy support influences students’ ability to express ideas, make decisions, and engage in meaningful interaction. A quantitative approach is employed using a questionnaire as the primary instrument to collect data on students’ perceptions and experiences after participating in AI-supported learning activities. The findings indicate that AI-literacy contributes positively to students’ communicative agency by enhancing their confidence, autonomy, and strategic use of language in various contexts. Students demonstrate improved engagement and a greater willingness to participate in communicative activities. These results suggest that integrating AI-literacy into EFL instruction can be an effective strategy to foster more active and independent language learners.
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