Co-Constructing Agency: A Phenomenological Inquiry into AI-Mediated Literacy Practices Among English Literature Students
DOI:
https://doi.org/10.61987/edulearn.v1i1.6Keywords:
AI-Mediated Literacy, Student Agency, Critical Thinking, Educational TechnologyAbstract
This study aims to explore the impact of AI-mediated literacy practices on student agency among English literature students. The primary objective is to understand how students interact with AI tools in their learning processes and how these interactions influence their autonomy and critical thinking. A qualitative research design was employed, using semi-structured interviews, focus group discussions, and classroom observations to gather data from students actively using AI in their academic work. The findings reveal that AI tools enhance student engagement and writing efficiency but also lead to dependence, diminishing students' perceived ownership of their work. Students who actively engaged with AI showed improved clarity and creativity, but passive use of AI raised concerns about the loss of critical thinking. The study highlights the balance needed between leveraging AI as a tool and preserving student autonomy. The implications of this research suggest that educators should adopt a balanced approach to AI integration, encouraging critical interaction with AI-generated content while fostering independent learning. Future research should further investigate the long-term effects of AI on student agency across diverse academic fields.
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