Perceived Academic Writing Performance among EFL Undergraduates: The Roles of AI Literacy, Ethical AI Use, and Self-Efficacy

Alavi, Saber

doi:10.22049/jalda.2026.31558.1993

Articles in Press

Document Type : Research Article

Author

Saber Alavi

Senior Lecturer of TESOL, Department of TESOL, International College, Payap University, Chiang Mai, Thailand

https://doi.org/10.22049/jalda.2026.31558.1993

Abstract

Academic writing methods have changed as a result of the quick adoption of artificial intelligence writing tools in higher education, especially in the setting of English as a Foreign Language. However, a lack of AI literacy, ethical concerns, and low writing self-efficacy make it difficult for many Thai EFL undergraduates to use these tools effectively. This study investigates the relationships of AI literacy and ethical AI use with perceived academic writing performance, with self-efficacy examined as a mediator and ethical AI use as a moderator. It draws on Bandura's (1997) Social Cognitive Theory, contemporary AI literacy frameworks, and international AI ethics standards. A quantitative cross-sectional design was employed with 401 EFL undergraduates from four Thai universities. A questionnaire measuring perceived academic writing performance, self-efficacy, ethical AI use, and AI literacy was used to gather data. Direct, mediating, and moderating associations between variables were tested using structural equation modeling. The findings showed that both AI literacy and ethical AI use were significantly and positively associated with perceived academic writing performance. Self-efficacy partially mediates the effects of ethical AI use and AI literacy on writing performance. Additionally, ethical AI use strengthens the relationship between AI literacy and writing performance. Supplementary sub-dimensional analyses further indicated the importance of application skills and adaptive confidence, critical engagement and transparent behavior, and core writing confidence. These results show that successful AI-supported writing requires integrating technical proficiency, ethical engagement, and learner confidence. The study provides critical pedagogical and empirical insights for ethical AI integration in EFL higher education.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

عملکرد ادراک‌شده در نگارش دانشگاهی در میان دانشجویان کارشناسی زبان انگلیسی به‌عنوان زبان خارجی: نقش سواد هوش مصنوعی، استفاده اخلاقی از هوش مصنوعی و خودکارآمدی

Author [Persian]

دکتر صابر علوی

استادیار آموزش زبان انگلیسی به غیرانگلیسی زبانان، کالج بین‌المللی، دانشگاه پایاپ، چیانگ‌مای، تایلند

Abstract [Persian]

روش‌های نگارش دانشگاهی در نتیجه پذیرش سریع ابزارهای نگارش مبتنی بر هوش مصنوعی در آموزش عالی، به‌ویژه در زمینه آموزش زبان انگلیسی به‌عنوان زبان خارجی، دستخوش تغییرات قابل توجهی شده‌اند. با این حال، کمبود سواد هوش مصنوعی، نگرانی‌های اخلاقی و خودکارآمدی پایین در نگارش، استفاده مؤثر از این ابزارها را برای بسیاری از دانشجویان کارشناسی زبان انگلیسی به‌عنوان زبان خارجی در تایلند دشوار نموده است. این مطالعه روابط میان سواد هوش مصنوعی و استفاده اخلاقی از هوش مصنوعی را با عملکرد ادراک‌شده در نگارش دانشگاهی بررسی می‌کند؛ در این میان، خودکارآمدی به‌عنوان متغیر میانجی و استفاده اخلاقی از هوش مصنوعی به‌عنوان متغیر تعدیل‌گر مورد بررسی قرار گرفته‌اند. چارچوب نظری پژوهش بر نظریه شناختی-اجتماعی بندورا، چارچوب‌های معاصر سواد هوش مصنوعی و استانداردهای بین‌المللی اخلاق هوش مصنوعی استوار است. در این پژوهش از طرح کمی مقطعی با مشارکت ۴۰۱ دانشجوی کارشناسی زبان انگلیسی به‌عنوان زبان خارجی از چهار دانشگاه تایلند استفاده شد. داده‌ها با استفاده از پرسشنامه‌ هایی گردآوری شدند که عملکرد ادراک‌شده در نگارش دانشگاهی، خودکارآمدی، استفاده اخلاقی از هوش مصنوعی و سواد هوش مصنوعی را اندازه‌گیری می‌کنند. روابط مستقیم، میانجی و تعدیل‌گر میان متغیرها با استفاده از مدل‌سازی معادلات ساختاری مورد آزمون قرار گرفتند. یافته‌ها نشان دادند که هم سواد هوش مصنوعی و هم استفاده اخلاقی از هوش مصنوعی، رابطه‌ای مثبت و معنادار با عملکرد ادراک‌شده در نگارش دانشگاهی دارند. خودکارآمدی به‌طور جزئی اثرات استفاده اخلاقی از هوش مصنوعی و سواد هوش مصنوعی بر عملکرد نگارشی را میانجی‌گری می‌کند. افزون بر این، استفاده اخلاقی از هوش مصنوعی رابطه میان سواد هوش مصنوعی و عملکرد نگارشی را تقویت می‌کند. تحلیل‌های تکمیلی در سطح ابعاد فرعی نیز اهمیت مهارت‌های کاربردی و اعتمادبه‌نفس انطباقی، تعامل انتقادی و رفتار شفاف، و اعتمادبه‌نفس اساسی در نگارش را نشان دادند. این نتایج نشان می‌دهند که موفقیت در نگارش با پشتیبانی هوش مصنوعی مستلزم تلفیق مهارت فنی، تعامل اخلاقی و اعتمادبه‌نفس یادگیرنده است. این مطالعه بینش‌های آموزشی و تجربی مهمی برای ادغام اخلاق‌مدار هوش مصنوعی در آموزش عالی زبان انگلیسی به‌عنوان زبان خارجی ارائه می‌دهد.

Keywords [Persian]

سواد هوش مصنوعی
استفاده اخلاقی از هوش مصنوعی
خودکارآمدی
عملکرد نوشتاری آکادمیک
دانشجویان کارشناسی زبان انگلیسی به عنوان زبان خارجی

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Perceived Academic Writing Performance among EFL Undergraduates: The Roles of AI Literacy, Ethical AI Use, and Self-Efficacy

References

References

Articles in Press, Accepted Manuscript Available Online from 01 October 2026

Articles in Press, Accepted Manuscript
Available Online from 01 October 2026