Abstract

As generative artificial intelligence (generative AI) has been increasingly integrated into university students’ academic English writing practices, cultivating AI literacy is crucial for responsible adoption. Despite calls for systematic cultivation, empirical research on Chinese university students’ AI literacy remains limited. This study addresses this gap by investigating 313 Chinese university from different universities in the 2023–2024 academic year. Participants’ AI literacy was assessed across five dimensions (Application, Automation, Authenticity, Accountability, Agency) through a questionnaire survey. Key findings reveal: (1) Participants demonstrate moderate overall AI literacy, with weaker performance in “Application” and “Automation” dimensions; (2) A significant difference of AI literacy is identified among English writing proficiency; (3) Majors do not significantly influence overall AI literacy, though disciplinary differences emerge in the sub-dimension “Information recognizing” under the “Accountability” dimension. These results underscore the critical need for pedagogical interventions targeting AI operational skills, particularly for linguistically disadvantaged learners. Furthermore, the study contributes an empirical foundation for developing AI literacy frameworks in academic writing instruction, helping enhance students’ competitiveness in AI-mediated academic contexts.

This work is licensed under a Creative Commons Attribution 4.0 License.