Enhancing EFL Learners’ Critical Digital Literacy through AI-Integrated Writing Platforms

Abstract

As digital technology and artificial intelligence (AI) continue to transform education, English as a Foreign Language (EFL) instruction must evolve to meet the demands of the digital era. One critical yet underexplored issue is the development of critical digital literacy (CDL) among EFL learners, particularly in contexts where students heavily rely on AI writing tools without understanding their limitations. This study investigated the extent to which AI-integrated writing platforms influence CDL among EFL students at Universitas Serambi Mekkah. Employing a mixed-methods approach, the study sampled 30 third-year undergraduate students majoring in English education. Data were collected through pre- and post-tests, classroom observations, and semi-structured interviews. The findings revealed a significant improvement in students' writing performance when using AI tools, but also highlight a lack of critical engagement with AI-generated content. The study underscores the need for explicit instruction in CDL to ensure that students can effectively evaluate and integrate AI-assisted outputs. This research contributes to the growing literature on AI in EFL by identifying a novel gap in CDL development and proposing pedagogical strategies tailored to the Indonesian EFL context.