AI Literacy Scaffold for Argumentative Writing: Evidence from UiTM Kuala Pilah
DOI:
https://doi.org/10.24191/pvcz5h77Keywords:
Generative AI, AI literacy, Prompt literacy, argumentative writing, scaffolding, ESL undergraduatesAbstract
The educational field has long incorporated AI-powered tools, which makes it a necessity to investigate their roles in assisting tertiary learners in the language classroom. This study aims to answer the question of how UiTM Kampus Kuala Pilah learners perceive an AI English Learning Toolkit as a support tool in scaffolding them for argumentative writing. A quantitative survey has been conducted among 96 undergraduates who were registered for LCC113 English for Communicative Competence III course, which highlighted a consistent positive perception of the utilisation of the toolkit, which not only helps scaffold the learners' writing processes but also fosters their ability to integrate AI into their academic writing practices in a meaningful and responsible manner. Alongside that, the study noted that the participants may experience positive attitudes toward the integration of AI in future classrooms due to participants' experience with the toolkit. For a deeper and more thorough understanding on AI tools to scaffold English language writing skills, a suggestion for a future study is to integrate the qualitative methodology as well as pre-post tests conduction in order to demonstrate how a toolkit is able to reveal learners’ improvement through assessment and marks.
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