Leveraging a Diagnostic Exam for Cultivating AI Literacy: Postgraduate Student Reflections on ChatGPT

Abstract

This article describes an action research project that uses a mixed-methods approach to explore postgraduate second language (L2) English Language Learner (ELL) students’ views of artificial intelligence (AI) tools in terms of how such technology affects their thinking processes through an AI literacy intervention. The researchers coded the intervention output, thirty first-day writing diagnostic exams of students in a high-intermediate L2 English writing and communications course at a U.S. research university. The output was based on a reading and prompt discussing potential learning implications with the growing ubiquity of generative AI. Findings from students’ perspectives are discussed through an AI literacy analytical framework as well as possible pedagogical implications for how English for Academic Purposes (EAP) instructors might support their students in navigating AI tools while in the EAP classroom.

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