Presentation Beyond the Output: Scaffolding Critical Engagement with GenAI across two Academic English Assignments more

This presentation reports on a four-stage pedagogical intervention where 50 EAP students collaborated with generative AI across two assignments. Critical engagement was fostered through: (1) L1/L2 drafting without AI; (2) using AI for ideas/language while preserving personal voice through review; (3) soliciting AI feedback via a teacher-designed prompt aligned with rubric criteria; and (4) producing a final draft after critically reviewing AI feedback. Moving beyond linguistic outcomes, this study examines how students navigated human-AI collaboration, drawing on Ng et al. (2021)’s four-aspect framework of AI literacy (know and understand, use and apply, evaluate and create, and ethical issues). Data include students’ written assignments, stimulated recall interviews with seven student groups stratified by AI feedback solicitation patterns and grade, and students’ evidence-based reflections on future AI use intentions. This longitudinal design tracks how initial experiences shape evolving AI literacy. The presentation argues that "success" in CALL must be redefined—shifting from measuring polished products to valuing the development of AI literacy dimensions: prompt crafting, evaluative judgment, agential integration, and ethical awareness. Reference Ng, D.T.K., Leung, J.K.L, Chu, S.K.W., & Qiao, M.S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041