The impact of AI-driven reading-to-writing activities on students’ writing proficiency and AI literacy

This study investigated the impact of AI-driven reading-to-writing activities on students’ writing proficiency and their AI literacy. It focuses on the role of AI-driven tools in enhancing writing and AI literacy through reading-to-writing tasks. The study utilized a quasi-experimental mixed-method design with 40 Grade 10 students in a secondary school. During the four-week, students engaged in a series of learning activities in which an AI-driven tool supported each stage of the instructional process. These stages included modeling a text, joint construction of a text, and independent construction of a text. At each stage, discussions on the critical and ethical use of AI were incorporated to foster students’ AI literacy. Data were collected through a writing proficiency test, questionnaires, and semi-structured interviews. The quantitative results indicated a notable improvement in students’ writing proficiency, while the qualitative findings revealed students’ positive perceptions of AI-driven tools. These outcomes suggest that the instructional design promoted writing development and AI literacy. This study highlights the potential of integrating AI into EFL classrooms to enhance both writing skills and digital competence. It recommends a balanced approach in which AI-driven tools complement—rather than replace—human instruction. Overall, the findings contribute to the growing body of research on AI-assisted language education and emphasize the importance of incorporating AI literacy into modern curricula.