The increasing integration of generative artificial intelligence into higher education in Uzbekistan creates both opportunities and challenges for EFL academic writing instruction. This article examines three interrelated competencies required for productive AI-assisted writing: AI literacy, critical engagement, and self-regulated revision. AI literacy enables students to understand, use, evaluate, and ethically manage AI tools; critical engagement helps them question generated content and feedback rather than accept it automatically; and self-regulated revision supports purposeful planning, monitoring, decision-making, and reflection during text improvement. Drawing on international research and recent studies conducted in Uzbekistan, the article proposes an integrated pedagogical model for incorporating generative AI into academic writing instruction.
The Roles of Ai Literacy, Critical Engagement, And Self-Regulated Revision in EFL Academic Writing
DOI:
Keywords:
Abstract
References
Ng D. T. K., Leung J. K. L., Chu K. W. S., Qiao M. S. AI literacy: Definition, teaching, evaluation and ethical issues // Proceedings of the Association for Information Science and Technology. – 2021. – Vol. 58, No. 1. – P. 504–509. – DOI: 10.1002/pra2.487.
Wang C., Wang Z. Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model // Journal of Second Language Writing. – 2025. – Vol. 67. – Article 101187. – DOI: 10.1016/j.jslw.2025.101187.
Teng L. S., Zhang L. J. A questionnaire-based validation of multidimensional models of self-regulated learning strategies // The Modern Language Journal. – 2016. – Vol. 100, No. 3. – P. 674–701. – DOI: 10.1111/modl.12339.
Teng L. S., Zhang L. J. Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? // Journal of Second Language Writing. – 2020. – Vol. 48. – Article 100701. – DOI: 10.1016/j.jslw.2019.100701.
Cengiz B. C., Bilki Z., Ataş A. H., Celik B. Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions // System. – 2025. – Vol. 134. – Article 103837. – DOI: 10.1016/j.system.2025.103837.
Begmatova K., Saydazimova I. Enhancing learners’ academic writing skills: A comparative analysis of traditional and AI-assisted instruction approaches // Applied Corpus Linguistics. – 2026. – Vol. 6, No. 1. – Article 100176. – DOI: 10.1016/j.acorp.2025.100176.
Xodabande I., Qosimov A., Umarova K. From assistance toward appropriation: An activity-theoretical perspective on ChatGPT-mediated academic writing among university students // Technology in Language Teaching & Learning. – 2026. – Vol. 8. – Article 104746. – DOI: 10.29140/tltl.2026.104746.
Köse N., Khudayberganova M. K. Determinants of ChatGPT acceptance among pre-service English language teaching students in Uzbekistan // Discover Education. – 2026. – Vol. 5. – Article 315. – DOI: 10.1007/s44217-026-01169-7.
Akhmedjanova D. Writing practices of university students in an online academic English course in Uzbekistan // Writing & Pedagogy. – 2022. – Vol. 14, No. 1. – P. 129–150. – DOI: 10.1558/wap.20895.
Republic of Uzbekistan. On approval of the Strategy for the Development of Artificial Intelligence Technologies until 2030: Resolution of the President of the Republic of Uzbekistan No. PQ-358, October 14, 2024.
Miao F., Holmes W. Guidance for Generative AI in Education and Research. – Paris: UNESCO, 2023.
Zimmerman B. J. Attaining self-regulation: A social cognitive perspective // Handbook of Self-Regulation / ed. by M. Boekaerts, P. R. Pintrich, M. Zeidner. – San Diego: Academic Press, 2000. – P. 13–39.