Enhancing Reading and Writing Skills of EFL Learners through a Suggested Artificial Intelligence Literacy Development Model

Year 2025, Volume: 8 Issue: 2, 94 - 110, 23.12.2025

Ceyda Yavuz , Zekiye Tavil

https://doi.org/10.35207/later.1693019

Abstract

This study aims to investigate the efficacy of the AI Literacy Development Model (AIMOD) in improving the reading, writing, and artificial intelligence (AI) literacy skills of adult EFL learners while also encouraging independent learning. To achieve this goal, AIMOD was created based on transformative learning theory and supports the sub-dimensions of the AI Literacy Scale (AILS). In line with this objective, a mixed-methods approach was employed, with semi-structured interviews used for the qualitative phase and a quasi-experimental design for the quantitative phase. Within the scope of the study, adult EFL learners at the A2-level who were enrolled in an English course affiliated with the Ministry of National Education (MoNE) participated in the research. To evaluate learners' development in reading and writing, pre- and post-achievement tests created by the researchers were administered. Additionally, the AILS, which was adapted into Turkish by Polatgil and Güler (2023), was used to measure AI literacy. The findings showed that whereas the control group indicated no significant differences, the experimental group's reading and writing performances as well as their AI literacy levels significantly improved due to the implementation of AIMOD. Moreover, the results of the semi-structured interviews supported the quantitative findings, offering a more profound understanding of the learners' growth and perspectives over time. Based on these results, AIMOD appears to be a successful model for encouraging learner autonomy and AI-integrated language learning.

Keywords

Reading & Writing , AI literacy , EFL learners , ChatGPT-4o

Ethical Statement

We hereby declare that research/publication ethics and citing principles have been considered in all the stages of the study. We take full responsibility for the content of the paper in case of dispute.

Supporting Institution

None

Thanks

None

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