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<p>Artificial intelligence (AI) is increasingly integrated into second language (L2) writing, yet learners’ literacy in using AI tools remains underexplored. This study aimed to develop and validate the AI Literacy in L2 Writing Scale (AIL-L2WS), designed for university-level English as a Foreign Language (EFL) learners in China. Drawing on established AI literacy frameworks, the scale was adapted to the cognitive, ethical, and psychological demands of L2 writing. It encompasses four subdimensions: understanding AI in L2 writing, applying AI in L2 writing, ethics and risk awareness, and self-efficacy and attitudes toward AI-assisted writing. In the pilot phase, item analysis and exploratory factor analysis (EFA) with 385 participants produced a 26-item version with high internal consistency (Cronbach’s α = 0.960). This revised scale was then administered to 480 participants, yielding 420 valid responses after data screening. Confirmatory factor analysis (CFA) further refined the instrument to 22 items, demonstrating strong reliability and construct validity. By integrating cognitive, ethical, and affective dimensions, the AIL-L2WS offers a comprehensive tool for examining AI literacy in L2 writing and provides an empirically grounded basis for future research on learner competencies in AI-mediated academic writing contexts.</p>

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Assessing AI literacy in second language writing: a scale development and validation study

  • 期刊论文

  • 发表日期：

    2025年10月2日

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  • Zhiyun Huang,
  • Naureen Nazar,
  • Ghulam Abbas,
  • Zhanhao Jiang

摘要

Artificial intelligence (AI) is increasingly integrated into second language (L2) writing, yet learners’ literacy in using AI tools remains underexplored. This study aimed to develop and validate the AI Literacy in L2 Writing Scale (AIL-L2WS), designed for university-level English as a Foreign Language (EFL) learners in China. Drawing on established AI literacy frameworks, the scale was adapted to the cognitive, ethical, and psychological demands of L2 writing. It encompasses four subdimensions: understanding AI in L2 writing, applying AI in L2 writing, ethics and risk awareness, and self-efficacy and attitudes toward AI-assisted writing. In the pilot phase, item analysis and exploratory factor analysis (EFA) with 385 participants produced a 26-item version with high internal consistency (Cronbach’s α = 0.960). This revised scale was then administered to 480 participants, yielding 420 valid responses after data screening. Confirmatory factor analysis (CFA) further refined the instrument to 22 items, demonstrating strong reliability and construct validity. By integrating cognitive, ethical, and affective dimensions, the AIL-L2WS offers a comprehensive tool for examining AI literacy in L2 writing and provides an empirically grounded basis for future research on learner competencies in AI-mediated academic writing contexts.