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Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context

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Title: Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context
Language: English
Authors: Danyang Zhang (ORCID 0000-0003-2514-9488), Lanyu Wen (ORCID 0009-0001-9794-5347), Junjie Gavin Wu (ORCID 0000-0003-4937-4401)
Source: European Journal of Education. 2025 60(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Student Attitudes, Reflection, Student Journals, Journal Writing, Artificial Intelligence, Second Language Learning, Writing (Composition), Digital Literacy, Competence, Ethics, Information Security, Evaluative Thinking, Critical Thinking
DOI: 10.1111/ejed.70189
ISSN: 0141-8211
1465-3435
Abstract: Generative artificial intelligence (GenAI) not only has the potential to aid L2 academic writing but also poses unique challenges concerning impacts and ethics. Reflection journals, which promote critical thinking and metacognitive awareness, have the capacity to guide GenAI-assisted writing, yet remain underexplored. This study examines and compares the effects of structured reflection journals (SRJs) and semi-structured reflection journals (SSRJs) on enhancing postgraduates' GenAI literacy within an L2 academic writing context. Based on the frameworks proposed by UNESCO and Digital Promise, the study developed a GenAI literacy framework that includes four dimensions: (a) "Operational Competence in GenAI Tools," (b) "Ethics and Security in GenAI Usage," (c) "Critical Evaluation of GenAI Outputs and Autonomy" and (d) "Reflection in GenAI Application." The study assessed the GenAI literacy levels of 39 participants before and after four GenAI-assisted writing tasks. Reflection journals were completed after each task (20 in the SRJ group and 19 in the SSRJ group). Results revealed significant improvements in GenAI literacy across three dimensions (Dimensions 1 to 3), with no significant difference between the SRJ and SSRJ groups. However, thematic analysis of reflective content showed that SRJs, with their more comprehensive guiding questions, encouraged deeper engagement with GenAI-related rules and more thorough evaluations of GenAI-generated content compared to SSRJs. By comparing different types of reflection journals as effective scaffolds in L2 writing pedagogy, this study encourages the integration of reflective practices into GenAI-assisted L2 academic writing classrooms, aiming to enhance students' critical evaluation skills and ethical awareness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481683
Database: ERIC
FullText Text:
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  Data: Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Danyang+Zhang%22">Danyang Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2514-9488">0000-0003-2514-9488</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lanyu+Wen%22">Lanyu Wen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-9794-5347">0009-0001-9794-5347</externalLink>)<br /><searchLink fieldCode="AR" term="%22Junjie+Gavin+Wu%22">Junjie Gavin Wu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4937-4401">0000-0003-4937-4401</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Journals%22">Student Journals</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Writing%22">Journal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Security%22">Information Security</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluative+Thinking%22">Evaluative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink>
– Name: DOI
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  Data: 10.1111/ejed.70189
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Generative artificial intelligence (GenAI) not only has the potential to aid L2 academic writing but also poses unique challenges concerning impacts and ethics. Reflection journals, which promote critical thinking and metacognitive awareness, have the capacity to guide GenAI-assisted writing, yet remain underexplored. This study examines and compares the effects of structured reflection journals (SRJs) and semi-structured reflection journals (SSRJs) on enhancing postgraduates' GenAI literacy within an L2 academic writing context. Based on the frameworks proposed by UNESCO and Digital Promise, the study developed a GenAI literacy framework that includes four dimensions: (a) "Operational Competence in GenAI Tools," (b) "Ethics and Security in GenAI Usage," (c) "Critical Evaluation of GenAI Outputs and Autonomy" and (d) "Reflection in GenAI Application." The study assessed the GenAI literacy levels of 39 participants before and after four GenAI-assisted writing tasks. Reflection journals were completed after each task (20 in the SRJ group and 19 in the SSRJ group). Results revealed significant improvements in GenAI literacy across three dimensions (Dimensions 1 to 3), with no significant difference between the SRJ and SSRJ groups. However, thematic analysis of reflective content showed that SRJs, with their more comprehensive guiding questions, encouraged deeper engagement with GenAI-related rules and more thorough evaluations of GenAI-generated content compared to SSRJs. By comparing different types of reflection journals as effective scaffolds in L2 writing pedagogy, this study encourages the integration of reflective practices into GenAI-assisted L2 academic writing classrooms, aiming to enhance students' critical evaluation skills and ethical awareness.
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  Data: EJ1481683
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        Value: 10.1111/ejed.70189
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      – Text: English
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Reflection
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      – SubjectFull: Critical Thinking
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      – TitleFull: Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context
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