Technology in Second Language Learning
2025

Presenters: Maryam Saneie Moghadam, Iowa State University English Department; Betsy Araujo Grando, Iowa State University School of Education; Kristin Terrill (corresponding), Iowa State University Graduate College; Lily Compton, Iowa State University Graduate College; Elena Cotos, Iowa State University English Department and Graduate College

Abstract: Scholarly literature review for graduate thesis and dissertation writing is one of the most challenging and linguistically complex tasks novice scholars face, drawing on multiple elements of literacy from both the reading and writing sides. Emerging generative artificial intelligence (GenAI) technologies appear poised to revolutionize literature review processes by changing how students and scholars engage with published research. There is growing concern about incipient learning loss among the current cohort of rising scholars and fear that novices’ reliance on automated approaches could prevent the development of reading, argumentation, and critical thinking skills. Yet optimistic perspectives have also emerged, suggesting that integrating GenAI into literature review workflows could scaffold and, thus, promote deeper engagement.  

AI literacy is bound to be a deciding factor between these contrasting outlooks. Learners lacking AI literacy will likely fall into the trap of overreliance and credulity, mistaking automated re-mixing of source texts for insightful interpretation. On the other hand, learners with strong AI literacy could, potentially, leverage their technological competence to augment their communicative competence in academic English.  

In this talk, we will present an in-progress framework defining three AI literacy domains: algorithmic awareness, procedural competence, and evaluative judgment, along a developmental continuum from novice to expert. We will also present data from our 12-month project developing materials to teach AI-Facilitated Literature Review at the graduate level. Data collected from participants in two pilot workshops and two finalized workshops will be interpreted within this AI literacy framework. Evidence of participants’ learning will be presented, along with lessons learned from the project.