INTEGRATING GENERATIVE AI AND VISUAL LITERACY IN EFL WRITING INSTRUCTION: CASE STUDY
DOI:
https://doi.org/10.22460/eltin.v14i1.p139-154Keywords:
Artificial intelligence, Basic writing course, EFL pre-service teachers, Visual literacyAbstract
This study investigates Indonesian EFL pre-service teachers’ preferences and perspectives on using generative Artificial Intelligence (AI) and visual literacy (VL) to support writing instruction. This study employed a case study research design with descriptive and content analyses to examine students’ perceptions of using AI tools across different stages of the writing process and how these tools improved their writing performance. Fifty-nine participants were purposively selected and enrolled in a Basic Writing course, with data collected through classroom observations, documentation, writing assignments, and questionnaires. The findings reveal diverse engagement patterns while some participants relied on AI throughout, others used it selectively, particularly during revising and editing to enhance mechanics, structure, and coherence. Generative AI functioned as a flexible and adaptive resource that complemented VL as multimodal support, enabling learners to integrate linguistic and visual elements more effectively. The writing performance results indicated that six participants showed strong sentence structure and paragraph coherence, suggesting that integrating visual literacy and generative AI improves writing accuracy while supporting vocabulary development. The study highlights both the potential and limitations of AI in promoting autonomy, creativity, and critical engagement in academic writing.
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