AI LITERACY IN ACADEMIC WRITING: INSIGHTS FROM GENERATIVE AI WORKSHOP

This mixed-methods study examines participant feedback from a pre-conference workshop (N = 18). The workshop was designed to enhance participants’ understanding of generative AI tools and their application in academic writing. Quantitative findings indicate overwhelmingly high satisfaction across key categories, including overall quality, relevance, facilitator knowledge, interactivity, and learning materials. These results suggest that the workshop effectively met participants’ expectations and learning needs. Qualitative analysis of open-ended responses provides deeper insights into participants’ experiences. Participants particularly valued the hands-on engagement with AI tools, the interactive and collaborative learning environment, and the facilitator’s expertise in guiding ethical and effective AI use. At the same time, several areas for improvement were identified, including the need for extended practice time, more structured and accessible materials, and more in-depth discussion on the limitations and ethical implications of generative AI tools. Overall, the findings highlight the potential of AI-integrated academic writing workshops to enhance writing competence, critical thinking, and ethical awareness. This study contributes to the growing discourse on AI literacy in higher education and offers practical implications for designing future AI-supported pedagogical interventions.

Hali tarjima qilinmagan