Keynote Speech:

Needs Satisfaction and Creative Self-concept in EFL Learners’ GenAI Literacy in Digital Multimodal Composing and Self-regulated Writing

Abstract:

Digital multimodal composing (DMC) has emerged as a new literacy practice in English as a foreign language (EFL) writing that involves the production of a text comprising linguistic and non-linguistic meaning-making resources. It has been assumed that EFL learners with high levels of generative artificial intelligence (GenAI) literacy in DMC would increasingly exercise their writing self-regulated learning (SRL) skills  by virtue of more opportunities they have for expression and activation of thoughts. However, the psychological mechanism underlying the impacts of students’ GenAI literacy in DMC on their writing SRL remains underexplored. In this plenary, I review these key concepts and report the findings from a study that was based on Self-determination Theory and Exploration and Exploitation Theory to understand the complex relationships. We developed a chain-mediation model to investigate whether needs satisfaction and creative self-concept would mediate the relationship between GenAI literacy in DMC and writing SRL. We recruited 634 Chinese EFL learners, who were invited to complete online questionnaires that measured GenAI literacy in DMC, needs satisfaction, creative self-concept, and self-regulated writing. We then performed data analysis through structural equation modeling in AMOS 28.0. I will report the findings in this presentation and then discuss pedagogical implications for the teaching of EFL writing, in the hope that GenAI literacy in DMC as a new literacy practice can be integrated into a syllabus for promoting students’ writing skills.