Critical Digital Literacy In AI-Assisted Academic Writing Among English Literature Students: A Mixed-Methods Study

Abstract

This study explores the reflective, ethical, and evaluative dimensions of AI-assisted writing in higher education, specifically among English Literature students. While AI tools like ChatGPT and Grammarly are commonly used to improve writing efficiency, there is limited research on their impact on critical engagement and ethical awareness. Employing a mixed-methods pre-experimental design, this study involved eleven undergraduate participants who completed pre-test and post-test assessments, interviews, and document analysis. The AI-literacy intervention focused on developing students' understanding of algorithmic bias, ethical considerations, and reflective writing practices. Quantitative results showed significant improvements in bias awareness, accuracy evaluation, and ethical judgment, with the greatest gains in ethical understanding. Qualitative findings indicated that students became more reflective in their use of AI, recognizing its benefits for linguistic tasks while critically evaluating its limitations in literary interpretation and ethical reasoning. However, barriers such as inadequate faculty training, lack of institutional AI policies, and curricular misalignment hindered the full integration of critical digital literacy. The study highlights the need for pedagogical frameworks that integrate AI literacy through TPACK and recommends that institutions develop clear policies and provide faculty training to support ethical AI use. This research contributes new insights into how AI can be used as a scaffold for critical thinking and academic integrity in writing education.

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