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Digital Literacy and Academic Writing in the Age of AI:: Evidence from Undergraduate Students

International Journal of Language Teaching and Education · Vol. 10 No. 1 (2026) · hlm. 401–416

DOI
10.22437/ijolte.v10i1.56841
ISSN
2598-2303, 2614-1191
Terbit
2026-06-26
Penerbit
Universitas Jambi, Magister Program of English Education Department
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

In today’s AI-mediated educational landscape, digital literacy is a crucial skill for language learners and educators. This study investigates the relationship between digital literacy competence and academic writing performance among EFL undergraduate students. Employing a sequential explanatory mixed-method design, the study involved 68 sixth and eighth-semester students who had completed ICT and academic writing courses. Data were collected through a Digital Literacy Scale (DLS) questionnaire, an online academic writing test monitored using AI-based auto-proctoring tools, and follow-up interviews. Results showed that while most participants demonstrated high digital literacy, there was no statistically significant correlation between composite digital literacy scores and academic writing performance. However, dimension-level analysis revealed that three of nine dimensions, Critical Thinking, Character, and Citizenship, yielded weak but significant positive correlations with writing performance (rs =.247,.246, and.269 respectively, p <.05), suggesting that academically proximate competencies, rather than digital literacy as a whole, warrant targeted attention. Interviews revealed students perceived digital tools as useful for access and formatting, but not as direct enhancers of writing quality. These findings highlight a disconnect between general digital fluency and academic writing competence, suggesting technology integration should move beyond access and convenience toward fostering the evaluative and ethical digital competencies most relevant to academic writing. This study contributes to discussions on optimizing digital and AI tools in EFL writing instruction, proposing a more dimension-sensitive approach to digital literacy integration in EFL curricula.

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  • Universitas Airlangga
  • Indonesia University of Education
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Rekan penulisOrganisasiArtikel bersama
Desi SusantiIndonesia University of Education1
Rojab Siti RodliyahIndonesia University of Education1
Fatimah FatimahUniversitas Airlangga1
Agus SupriyantoUniversitas Airlangga1
Nimatuzahroh NimatuzahrohAfiliasi tidak diketahui1
Almando GeraldiUniversitas Airlangga1
Elsha Nadya Marchelia PutriUniversitas Airlangga1
NAZIL DWI RAHAYUNINGTYASUniversitas Airlangga1
Anastasya Nabila Putri SoelistyoUniversitas Airlangga1
Wanda Dya ArneniUniversitas Airlangga1
Princessa Nandita FebrionnyUniversitas Airlangga1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/IJoLTE/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Digital Literacy and Academic Writing in the Age of AI:: Evidence from Undergraduate Students</dc:title>
	<dc:creator xml:lang="en">Salsabila, Syarifah</dc:creator>
	<dc:creator xml:lang="en">Lengkanawati, Nenden Sri</dc:creator>
	<dc:subject xml:lang="en">Academic writing</dc:subject>
	<dc:subject xml:lang="en">AI-mediated learning</dc:subject>
	<dc:subject xml:lang="en">Digital literacy</dc:subject>
	<dc:subject xml:lang="en">EFL students</dc:subject>
	<dc:subject xml:lang="en">Dimension-level analysis</dc:subject>
	<dc:description xml:lang="en">In today’s AI-mediated educational landscape, digital literacy is a crucial skill for language learners and educators. This study investigates the relationship between digital literacy competence and academic writing performance among EFL undergraduate students. Employing a sequential explanatory mixed-method design, the study involved 68 sixth and eighth-semester students who had completed ICT and academic writing courses. Data were collected through a Digital Literacy Scale (DLS) questionnaire, an online academic writing test monitored using AI-based auto-proctoring tools, and follow-up interviews. Results showed that while most participants demonstrated high digital literacy, there was no statistically significant correlation between composite digital literacy scores and academic writing performance. However, dimension-level analysis revealed that three of nine dimensions, Critical Thinking, Character, and Citizenship, yielded weak but significant positive correlations with writing performance (rs = .247, .246, and .269 respectively, p &amp;lt; .05), suggesting that academically proximate competencies, rather than digital literacy as a whole, warrant targeted attention. Interviews revealed students perceived digital tools as useful for access and formatting, but not as direct enhancers of writing quality. These findings highlight a disconnect between general digital fluency and academic writing competence, suggesting technology integration should move beyond access and convenience toward fostering the evaluative and ethical digital competencies most relevant to academic writing. This study contributes to discussions on optimizing digital and AI tools in EFL writing instruction, proposing a more dimension-sensitive approach to digital literacy integration in EFL curricula.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Magister Program of English Education Department</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Research Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/IJoLTE/article/view/56841</dc:identifier>
	<dc:identifier>10.22437/ijolte.v10i1.56841</dc:identifier>
	<dc:source xml:lang="en">International Journal of Language Teaching and Education; Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education; 401-416</dc:source>
	<dc:source>2598-2303</dc:source>
	<dc:source>2614-1191</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/IJoLTE/article/view/56841/24541</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 International Journal of Language Teaching and Education</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>