Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI
Keywords:
academic literacy, Elicit AI, gender differences, students’ perception
Abstract
Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education
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References
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Chen, X., Jiang, L., Zhou, Z., & Li, D. (2025). Impact of perceived ease of use and perceived usefulness of humanoid robots on students’ intention to use. Acta Psychologica, 258, 105217. https://doi.org/https://doi.org/10.1016/j.actpsy.2025.105217
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Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/https://doi.org/10.1016/j.iheduc.2011.06.002
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Dong, L., Tang, X., & Wang, X. (2025). Examining the effect of artificial intelligence in relation to students’ academic achievement: A meta-analysis. Computers and Education: Artificial Intelligence, 8, 100400. https://doi.org/https://doi.org/10.1016/j.caeai.2025.100400
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Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
G. C., S. B., Bhandari, P., Gurung, S. K., Srivastava, E., Ojha, D., & Dhungana, B. R. (2024). Examining the role of social influence, learning value and habit on students’ intention to use ChatGPT: the moderating effect of information accuracy in the UTAUT2 model. Cogent Education, 11(1), 2403287. https://doi.org/10.1080/2331186X.2024.2403287
Guerrero, G., & Sjöström, J. (2025). Critical scientific and environmental literacies: a systematic and critical review. Studies in Science Education, 61(1), 41–87. https://doi.org/10.1080/03057267.2024.2344988
Hu, C., Li, F., Wang, S., Gao, Z., Pan, S., & Qing, M. (2025). The role of artificial intelligence in enhancing personalized learning pathways and clinical training in dental education. Cogent Education, 12(1), 2490425. https://doi.org/10.1080/2331186X.2025.2490425
Ika Sari, G., Winasis, S., Pratiwi, I., Wildan Nuryanto, U., & Basrowi. (2024). Strengthening digital literacy in Indonesia: Collaboration, innovation, and sustainability education. Social Sciences & Humanities Open, 10, 101100. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.101100
Kim, Y.-S. G., & Zagata, E. (2024). Enhancing Reading and Writing Skills through Systematically Integrated Instruction. The Reading Teacher, 77(6), 787–799. https://doi.org/https://doi.org/10.1002/trtr.2307
Kovari, A. (2025). A systematic review of AI-powered collaborative learning in higher education: Trends and outcomes from the last decade. Social Sciences & Humanities Open, 11, 101335. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.101335
Lee, H., Kim, H., & Yan, W. (2025). Promoting inclusive AI and technology in K-12 education: A review of context, instructional strategies, and learning outcomes. Computers and Education: Artificial Intelligence, 9, 100478. https://doi.org/https://doi.org/10.1016/j.caeai.2025.100478
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence-Unleashed-Publication. Open Ideas at Pearson, 60.
Maypida, A., Sukma, E., & Damanik, D. (2024). Journal of Educational Development 12 (2) Exploring Grammarly’s Effectiveness in EFL Writing through a Student Perception Study. The Journal of Educational Development, 12(2), 98–107. https://journal.unnes.ac.id/journals//jed
Nabhan, S., & Habók, A. (2025). Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education. System, 131, 103673. https://doi.org/https://doi.org/10.1016/j.system.2025.103673
Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2023). Technology as a Motivational Factor in Foreign Language Learning. European Journal of Education, 6(1), 69–84. https://doi.org/10.2478/ejed-2023-0007
Quan, Y. (2025). The role of AI-driven feedback in fostering growth mindset and engagement: A self-determination theory perspective. Learning and Motivation, 92, 102192. https://doi.org/https://doi.org/10.1016/j.lmot.2025.102192
Rioseco-Pais, M., Silva-Quiroz, J., & Vargas-Vitoria, R. (2024). Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework. Sustainability (2071-1050), 16(22) 1-14
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Savage, R. (2022). Teaching children to read. In M. J. Snowling, C. Hulme, & K. Nation (Eds.), The science of reading: A handbook (2nd ed., pp. 209–233). Wiley Blackwell. https://doi.org/10.1002/9781119705116.ch10
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977) 450–452. https://doi.org/10.1126/science.1182597
Suharni, Saidi, S. B. binti, & Hussein, N. H. binti. (2024). Conceptualising Intercultural Literacy : Narratives from English Language Teachers. JURNAL ARBITRER, 11(3), 334–347. https://doi.org/https://doi.org/10.25077/ar.11.3.334-347.2024
Sulistyanto, I., & Asyhar, W. I. (2024). The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery. English Education : English Journal for Teaching and Learning, 12(2), 222–237. https://doi.org/10.24952/ee.v12i2.13944
Sulistyanto, I., Kurniawan, E. H., & Prayoga, K. A. (2024). EFL Pre-Service Teacher’s Perception During Kampus Mengajar: A Case Study. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(2), 191–197. https://doi.org/10.23887/jpbi.v12i2.82473
Sulistyanto, I., & Prayoga, K. A. (2025). Fostering Reading Comprehension: Exploring EFL-Students’ Perception Using Quizizz and Its Relation to Their Proficiency. Tell : Teaching of English Language and Literature Journal, 13(1), 26–36. https://doi.org/10.30651/tell.v13i1.25618
Thuan, P. D. (2021). Attitude and motivation in language learning: A review. Journal of English Language Teaching and Applied Linguistics, 3(5), 64–72. https://doi.org/10.32996/jeltal
Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners : a randomized controlled trial. Frontier in Psycology, 14, 1–11. https://doi.org/10.3389/fpsyg.2023.1249991
Whitfield, S., & Hofmann, M. A. (2023). Elicit: AI literature review research assistant. Public Services Quarterly, 19(3), 201–207. https://doi.org/10.1080/15228959.2023.2224125
Woolf, B. P. (2010). Building Intelligent Interactive Tutors Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Xia, Y., Shin, S.-Y., & Kim, J.-C. (2024). Cross-Cultural Intelligent Language Learning System (CILS): Leveraging AI to Facilitate Language Learning Strategies in Cross-Cultural Communication. Applied Sciences, 14(13)5651. https://doi.org/10.3390/app14135651
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162, 108474. https://doi.org/https://doi.org/10.1016/j.chb.2024.108474
Yusuf, Sakiba Binte, Jiancheng, Qian, Rasool, Ushba, Dhuli, Raju, Yesmin, Quazi Farzana, Mahmud, Rashed, &
Hossain, Alamgir. (2025). Investigating EFL Learners’ Perceptions of Using Grammarly in Enhancing Writing Proficiency in Bangladesh. Sage Open, 15(3), 21582440251352920. https://doi.org/10.1177/21582440251352922
Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, M. K., Khatimah, H., & Mulyani, E. (2025, June). Digital literacy and academic performance: the mediating roles of digital informal learning, self-efficacy, and students’ digital competence. In Frontiers in Education, 10, 1590274. Frontiers Media SA.
Aljabr, F. S., & Al-Ahdal, A. A. M. H. (2024). Ethical and pedagogical implications of AI in language education: An empirical study at Ha’il University. Acta Psychologica, 251, 104605. https://doi.org/https://doi.org/10.1016/j.actpsy.2024.104605
Bauer, E., Greiff, S., Graesser, A.C., Scheiter, K., & Sailer, M. (2025). Looking Beyond the Hype: Understanding the Effects of AI on Learning. Educational Psychology Review, 37(2), 45. https://doi.org/10.1007/s10648-025-10020-8
Boob-Engel, K. (2025). Is AI as trustworthy as human experts? The role of advice source, technology knowledge, and perceptions of AI’s impact in organizational decision-making. Journal of Decision Systems, 34(1), 2594620. https://doi.org/10.1080/12460125.2025.2594620
Bora, B.Y. (2025). Integrating AI into instructional design : A case study on digital photography education in higher education. Contemporary Educational Technology, 17(3). ep583
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brauner, P., Glawe, F., Vervier, L., & Zielfe, M. (2024). Public Perception of Technologies in Society : Mapping Laypeople’s Mental Models in Terms of Risk and Valence. Digital Society, 3(3), 62.
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: a narrative overview. Procedia Computer Science, 136, 16–24. https://doi.org/https://doi.org/10.1016/j.procs.2018.08.233
Chen, X., Jiang, L., Zhou, Z., & Li, D. (2025). Impact of perceived ease of use and perceived usefulness of humanoid robots on students’ intention to use. Acta Psychologica, 258, 105217. https://doi.org/https://doi.org/10.1016/j.actpsy.2025.105217
Collins, C., Dennehy, D., Conboy, K., & Mikalef, P. (2021). Artificial intelligence in information systems research: A systematic literature review and research agenda. International Journal of Information Management, 60, 102383. https://doi.org/https://doi.org/10.1016/j.ijinfomgt.2021.102383
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, E., Edwards, D. D., Forsyth, D., Hay, N. J., Malik, J. M., Mittal, V., Sahami, M., & Thrun, S. (2016). Artificial Intelligence A Modern Approach (S. J. Russell & P. Norvig (eds.); Third Edit). Pearson Education Limited. https://api.pageplace.de/preview/DT0400.9781292153971_A27091185/preview-9781292153971_A27091185.pdf
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Dong, L., Tang, X., & Wang, X. (2025). Examining the effect of artificial intelligence in relation to students’ academic achievement: A meta-analysis. Computers and Education: Artificial Intelligence, 8, 100400. https://doi.org/https://doi.org/10.1016/j.caeai.2025.100400
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics. In J. Seaman (Ed.), Sage Publication (5th Editio, Vol. 53, Issue 9). SAGE Publications, Inc. https://uk.sagepub.com/sites/default/files/upm-binaries/87881_Field___DSUSS___Chapter_1.pdf
Filo, Y., Rabin, E., & Mor, Y. (2024). An Artificial Intelligence Competency Framework for Teachers and Students: Co-created with Teachers. European Journal of Open, Distance and E-Learning, 26(S1), 93–106. https://doi.org/10.2478/eurodl-2024-0012
Fortuna, A., Prasetya, F., Samala, A. D., Rawas, S., Criollo-C, S., Kaya, D., Raihan, M., Andriani, W., Safitri, D., &
Nabawi, R. A. (2025). Artificial intelligence in personalized learning: A global systematic review of current advancements and shaping future opportunities. Social Sciences & Humanities Open, 12, 102114. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.102114
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
G. C., S. B., Bhandari, P., Gurung, S. K., Srivastava, E., Ojha, D., & Dhungana, B. R. (2024). Examining the role of social influence, learning value and habit on students’ intention to use ChatGPT: the moderating effect of information accuracy in the UTAUT2 model. Cogent Education, 11(1), 2403287. https://doi.org/10.1080/2331186X.2024.2403287
Guerrero, G., & Sjöström, J. (2025). Critical scientific and environmental literacies: a systematic and critical review. Studies in Science Education, 61(1), 41–87. https://doi.org/10.1080/03057267.2024.2344988
Hu, C., Li, F., Wang, S., Gao, Z., Pan, S., & Qing, M. (2025). The role of artificial intelligence in enhancing personalized learning pathways and clinical training in dental education. Cogent Education, 12(1), 2490425. https://doi.org/10.1080/2331186X.2025.2490425
Ika Sari, G., Winasis, S., Pratiwi, I., Wildan Nuryanto, U., & Basrowi. (2024). Strengthening digital literacy in Indonesia: Collaboration, innovation, and sustainability education. Social Sciences & Humanities Open, 10, 101100. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.101100
Kim, Y.-S. G., & Zagata, E. (2024). Enhancing Reading and Writing Skills through Systematically Integrated Instruction. The Reading Teacher, 77(6), 787–799. https://doi.org/https://doi.org/10.1002/trtr.2307
Kovari, A. (2025). A systematic review of AI-powered collaborative learning in higher education: Trends and outcomes from the last decade. Social Sciences & Humanities Open, 11, 101335. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.101335
Lee, H., Kim, H., & Yan, W. (2025). Promoting inclusive AI and technology in K-12 education: A review of context, instructional strategies, and learning outcomes. Computers and Education: Artificial Intelligence, 9, 100478. https://doi.org/https://doi.org/10.1016/j.caeai.2025.100478
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence-Unleashed-Publication. Open Ideas at Pearson, 60.
Maypida, A., Sukma, E., & Damanik, D. (2024). Journal of Educational Development 12 (2) Exploring Grammarly’s Effectiveness in EFL Writing through a Student Perception Study. The Journal of Educational Development, 12(2), 98–107. https://journal.unnes.ac.id/journals//jed
Nabhan, S., & Habók, A. (2025). Development and validation of the Teacher Multiliteracies Scale (TMS) for English language teacher education. System, 131, 103673. https://doi.org/https://doi.org/10.1016/j.system.2025.103673
Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2023). Technology as a Motivational Factor in Foreign Language Learning. European Journal of Education, 6(1), 69–84. https://doi.org/10.2478/ejed-2023-0007
Quan, Y. (2025). The role of AI-driven feedback in fostering growth mindset and engagement: A self-determination theory perspective. Learning and Motivation, 92, 102192. https://doi.org/https://doi.org/10.1016/j.lmot.2025.102192
Rioseco-Pais, M., Silva-Quiroz, J., & Vargas-Vitoria, R. (2024). Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework. Sustainability (2071-1050), 16(22) 1-14
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Savage, R. (2022). Teaching children to read. In M. J. Snowling, C. Hulme, & K. Nation (Eds.), The science of reading: A handbook (2nd ed., pp. 209–233). Wiley Blackwell. https://doi.org/10.1002/9781119705116.ch10
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977) 450–452. https://doi.org/10.1126/science.1182597
Suharni, Saidi, S. B. binti, & Hussein, N. H. binti. (2024). Conceptualising Intercultural Literacy : Narratives from English Language Teachers. JURNAL ARBITRER, 11(3), 334–347. https://doi.org/https://doi.org/10.25077/ar.11.3.334-347.2024
Sulistyanto, I., & Asyhar, W. I. (2024). The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery. English Education : English Journal for Teaching and Learning, 12(2), 222–237. https://doi.org/10.24952/ee.v12i2.13944
Sulistyanto, I., Kurniawan, E. H., & Prayoga, K. A. (2024). EFL Pre-Service Teacher’s Perception During Kampus Mengajar: A Case Study. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(2), 191–197. https://doi.org/10.23887/jpbi.v12i2.82473
Sulistyanto, I., & Prayoga, K. A. (2025). Fostering Reading Comprehension: Exploring EFL-Students’ Perception Using Quizizz and Its Relation to Their Proficiency. Tell : Teaching of English Language and Literature Journal, 13(1), 26–36. https://doi.org/10.30651/tell.v13i1.25618
Thuan, P. D. (2021). Attitude and motivation in language learning: A review. Journal of English Language Teaching and Applied Linguistics, 3(5), 64–72. https://doi.org/10.32996/jeltal
Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners : a randomized controlled trial. Frontier in Psycology, 14, 1–11. https://doi.org/10.3389/fpsyg.2023.1249991
Whitfield, S., & Hofmann, M. A. (2023). Elicit: AI literature review research assistant. Public Services Quarterly, 19(3), 201–207. https://doi.org/10.1080/15228959.2023.2224125
Woolf, B. P. (2010). Building Intelligent Interactive Tutors Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Xia, Y., Shin, S.-Y., & Kim, J.-C. (2024). Cross-Cultural Intelligent Language Learning System (CILS): Leveraging AI to Facilitate Language Learning Strategies in Cross-Cultural Communication. Applied Sciences, 14(13)5651. https://doi.org/10.3390/app14135651
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.
Yuan, L., & Liu, X. (2025). The effect of artificial intelligence tools on EFL learners’ engagement, enjoyment, and motivation. Computers in Human Behavior, 162, 108474. https://doi.org/https://doi.org/10.1016/j.chb.2024.108474
Yusuf, Sakiba Binte, Jiancheng, Qian, Rasool, Ushba, Dhuli, Raju, Yesmin, Quazi Farzana, Mahmud, Rashed, &
Hossain, Alamgir. (2025). Investigating EFL Learners’ Perceptions of Using Grammarly in Enhancing Writing Proficiency in Bangladesh. Sage Open, 15(3), 21582440251352920. https://doi.org/10.1177/21582440251352922
Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, M. K., Khatimah, H., & Mulyani, E. (2025, June). Digital literacy and academic performance: the mediating roles of digital informal learning, self-efficacy, and students’ digital competence. In Frontiers in Education, 10, 1590274. Frontiers Media SA.
Published
2026-01-27
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Articles
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