AI LITERACY IN LANGUAGE LEARNING THROUGH DIGITAL MULTIMODAL COMPOSING: A SYSTEMATIC REVIEW
Main Article Content
Abstract
This systematic review synthesizes 48 studies (2014-2025) to evaluate how existing Digital Multimodal Composing frameworks in tertiary language learning integrate AI literacy competences, namely creativity, critical thinking, and ethical literacy. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, the analysis reveals divergent trends. AI-integrated frameworks tend to excel in creativity by facilitating iterative revision and co-creation processes while non-AI frameworks emphasize structural coherence over innovation. However, this distinction is not absolute, as creative engagement ultimately depends on task design and scaffolding rather than the integration of AI tools alone. Ethical literacy remains underdeveloped overall, with limited discussion on bias mitigation and transparent authorship. In response, this study proposes the IGER Cycle (Interpret, Generate, Evaluate, Revise) as a student-centered framework that empowers educators to leverage GenAI while preserving learner agency and cultural responsiveness. Practical examples of classroom implementations demonstrate how this model fosters learner agency and equitable learning outcomes.
Keywords
AI Literacy, Digital Multimodal Composing, AI-assisted learning
Article Details
References
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Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study. Journal of Second Language Writing, 58, 100931. https://doi.org/10.1016/j.jslw.2022.100931
Cheung, A. (2023). Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes. Assessing Writing, 56, 100723. https://doi.org/10.1016/j.asw.2023.100723
Cheung, A. (2024). Influence of semiotic resources on peer interactions during collaborative digital multimodal composing. Computer Assisted Language Learning, 1-31. https://doi.org/10.1080/09588221.2024.2393317
Cimasko, T., & Shin, D. (2017). Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom. Written Communication, 34(4), 387–413. https://doi.org/10.1177/0741088317727246
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
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Fleisig, E., Smith, G., Bossi, M., Rustagi, I., Yin, X., & Klein, D. (2024). Linguistic Bias in ChatGPT: Language Models Reinforce Dialect Discrimination. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2406.08818
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Grilli, L., & Pedota, M. (2024). Creativity and artificial intelligence: A multilevel perspective. Creativity and Innovation Management, 33(2), 234–247. https://doi.org/10.1111/caim.12580
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Jiang, L., & Gao, J. (2020). Fostering EFL Learners’ Digital Empathy through Multimodal Composing. RELC Journal, 51(1), 70–85. https://doi.org/10.1177/0033688219898565
Kayalı, B., Yavuz, M., Balat, Ş., & Çalışan, M. (2023). Investigation of student experiences with ChatGPT-supported online learning applications in higher education. Australasian Journal of Educational Technology, 39(5), 20–39. https://doi.org/10.14742/ajet.8915
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Kostopolus, E. (2025). Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty. Computers and Composition, 75, 102894. https://doi.org/10.1016/j.compcom.2024.102894
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication (1st ed., pp. xvi–xvi). Routledge. https://doi.org/10.4324/9780203970034
Lam, K. Y., & Putri, E. W. (2024). A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing. System (Linköping), 127, 103536. https://doi.org/10.1016/j.system.2024.103536
Landis, J. R., & Koch, G. G. (1977). An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786
Lin, C.-H., Zhou, K., Li, L., & Sun, L. (2025). Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms. Computers and Composition, 75, 102895. https://doi.org/10.1016/j.compcom.2024.102895
Liu, M., Zhang, L. J., & Biebricher, C. (2024). Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers and Education, 211, 104977. https://doi.org/10.1016/j.compedu.2023.104977
Liu, M., Zhang, L. J., & Zhang, D. (2025). Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale. Computers in Human Behavior, 166, 108569. https://doi.org/10.1016/j.chb.2025.108569
Long, M. H. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons, Ltd.
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. The International Journal of Literacies, 31(2), 57–76. https://doi.org/10.18848/2327-0136/CGP/v31i02/57-76
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education. Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Noble, A., & Gachago, D. (2022). Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story. International Journal of Mobile and Blended Learning, 14(3), 1–19. https://doi.org/10.4018/IJMBL.312184
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Selwyn, N. (2022). The future of AI and education: Some cautionary notes. European Journal of Education, 57(4), 620–631. https://doi.org/10.1111/ejed.12532
Smith, B. E., Shimizu, A. Y., Burriss, S. K., Hundley, M., & Pendergrass, E. (2025). Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives. Computers and Composition, 75, 102896. https://doi.org/10.1016/j.compcom.2024.102896
Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education. Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stolpe, K., & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6, 100159. https://doi.org/10.1016/j.caeo.2024.100159
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Vinogradova, P., & Linville, H. A. (2024). Digital storytelling for peacebuilding in a multilingual community. TESOL Journal, 15(4), n/a-n/a. https://doi.org/10.1002/tesj.811
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in Society: Development of Higher Psychological Processes (1st ed.). Harvard University Press.
Wang, D. (2024). Digital multimodal composing as a translanguaging space: Understanding students’ initial experiences and challenges. Chinese Language and Discourse, 15(2), 164–187. https://doi.org/10.1075/cld.24016.wan
Wang, L., & Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Education Sciences, 14(12), 1329. https://doi.org/10.3390/educsci14121329
Wünsch-Nagy, N. (2025). From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education. Computers and Composition, 75, 102909. https://doi.org/10.1016/j.compcom.2024.102909
You, Y., & Han, S. J. (2023). Examining EFL Learners’ Multimodal Texts: Exploring the Rhetorical Purposes of Semiotic Embeds in Multimodal Texts. The International Journal of Literacies, 30(2), 149–166. https://doi.org/10.18848/2327-0136/CGP/v30i02/149-166
Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System (Linköping), 129, 103577. https://doi.org/10.1016/j.system.2024.103577
Yu, S., Zhang, Y., Liu, C., & Lee, I. (2022). From theory to practice: Understanding the long-term impact of an L2 writing education course on writing teachers. Language Teaching Research: LTR. https://doi.org/10.1177/13621688221130852
Yue Yim, I. H. (2024). A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education. Computers and Education. Artificial Intelligence, 7, 100319. https://doi.org/10.1016/j.caeai.2024.100319
Zhang, E. D., & Yu, S. (2023). Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers. Innovation in Language Learning and Teaching, 17(4), 769–777. https://doi.org/10.1080/17501229.2022.2135712
Zhang, E. D., & Yu, S. (2025). Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry. Computer Assisted Language Learning, 38(1–2), 262–290. https://doi.org/10.1080/09588221.2023.2177310
Zhang, E. D., & Yu, S. (2025). The development and validation of an L2 student digital multimodal composing competence scale. Computer Assisted Language Learning, 38(3), 486–511. https://doi.org/10.1080/09588221.2023.2201342
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Birhane, A., Prabhu, V. U., Kahembwe, E. (2023). Multimodal datasets: misogyny, pornography, and malignant stereotypes. arXiv preprint. https://doi.org/10.48550/arXiv.2304.06083
Bourelle, T., Bourelle, A., Spong, S., & Hendrickson, B. (2017). Assessing Multimodal Literacy in the Online Technical Communication Classroom. Journal of Business and Technical Communication, 31(2), 222–255. https://doi.org/10.1177/1050651916682288
Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43–55. https://doi.org/10.2304/rcie.2007.2.1.43
Cazden, C., Cope, B., Fairclough, N., & Gee, J. (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study. Journal of Second Language Writing, 58, 100931. https://doi.org/10.1016/j.jslw.2022.100931
Cheung, A. (2023). Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes. Assessing Writing, 56, 100723. https://doi.org/10.1016/j.asw.2023.100723
Cheung, A. (2024). Influence of semiotic resources on peer interactions during collaborative digital multimodal composing. Computer Assisted Language Learning, 1-31. https://doi.org/10.1080/09588221.2024.2393317
Cimasko, T., & Shin, D. (2017). Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom. Written Communication, 34(4), 387–413. https://doi.org/10.1177/0741088317727246
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
Dzekoe, R. (2017). Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language Learning & Technology, 21(2), 73–95. https://doi.org/10125/44612
Fleisig, E., Smith, G., Bossi, M., Rustagi, I., Yin, X., & Klein, D. (2024). Linguistic Bias in ChatGPT: Language Models Reinforce Dialect Discrimination. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2406.08818
Gouseti, A., James, F., Fallin, L., & Burden, K. (2024). The ethics of using AI in K-12 education: a systematic literature review. Technology, Pedagogy and Education, 34(2), 161-182.
https://doi.org/10.1080/1475939X.2024.2428601
Grilli, L., & Pedota, M. (2024). Creativity and artificial intelligence: A multilevel perspective. Creativity and Innovation Management, 33(2), 234–247. https://doi.org/10.1111/caim.12580
Hafner, C., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. https://doi.org/10125/44263
Ho, W. Y. J. (2024). Digital multimodal composing pedagogy in a university writing course. ELT Journal, 78(3), 326–335. https://doi.org/10.1093/elt/ccae011
Huang, Q., & Xia, S. (2024). Preparing learners for digitally mediated academic communication: Digital multimodal practice in students’ knowledge dissemination videos. Journal of English for Academic Purposes, 71, 101429. https://doi.org/10.1016/j.jeap.2024.101429
Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics Selected Readings (pp. 269-293). Harmondsworth Penguin.
Jiang, J. (2024). When generative artificial intelligence meets multimodal composition: Rethinking the composition process through an AI-assisted design project. Computers and Composition, 74, 102883. https://doi.org/10.1016/j.compcom.2024.102883
Jiang, L., & Gao, J. (2020). Fostering EFL Learners’ Digital Empathy through Multimodal Composing. RELC Journal, 51(1), 70–85. https://doi.org/10.1177/0033688219898565
Kayalı, B., Yavuz, M., Balat, Ş., & Çalışan, M. (2023). Investigation of student experiences with ChatGPT-supported online learning applications in higher education. Australasian Journal of Educational Technology, 39(5), 20–39. https://doi.org/10.14742/ajet.8915
Kong, S.-C., Cheung, M.-Y. W., & Tsang, O. (2024). Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach. Computers and Education. Artificial Intelligence, 6, 100214. https://doi.org/10.1016/j.caeai.2024.100214
Kostopolus, E. (2025). Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty. Computers and Composition, 75, 102894. https://doi.org/10.1016/j.compcom.2024.102894
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication (1st ed., pp. xvi–xvi). Routledge. https://doi.org/10.4324/9780203970034
Lam, K. Y., & Putri, E. W. (2024). A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing. System (Linköping), 127, 103536. https://doi.org/10.1016/j.system.2024.103536
Landis, J. R., & Koch, G. G. (1977). An Application of Hierarchical Kappa-type Statistics in the Assessment of Majority Agreement among Multiple Observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786
Lin, C.-H., Zhou, K., Li, L., & Sun, L. (2025). Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms. Computers and Composition, 75, 102895. https://doi.org/10.1016/j.compcom.2024.102895
Liu, M., Zhang, L. J., & Biebricher, C. (2024). Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers and Education, 211, 104977. https://doi.org/10.1016/j.compedu.2023.104977
Liu, M., Zhang, L. J., & Zhang, D. (2025). Enhancing student GAI literacy in digital multimodal composing through development and validation of a scale. Computers in Human Behavior, 166, 108569. https://doi.org/10.1016/j.chb.2025.108569
Long, M. H. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons, Ltd.
Mesa Morales, M., & Zapata, G. C. (2024). Digital Multimodal Composing in Beginning L2 Spanish Classes: Student-Created Children’s Books. The International Journal of Literacies, 31(2), 57–76. https://doi.org/10.18848/2327-0136/CGP/v31i02/57-76
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education. Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Noble, A., & Gachago, D. (2022). Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story. International Journal of Mobile and Blended Learning, 14(3), 1–19. https://doi.org/10.4018/IJMBL.312184
Noble, S. U. (2018). Algorithms of Oppression: How Search Engines Reinforce Racism (1st ed.). NYU Press. https://doi.org/10.18574/9781479833641
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 89–89. https://doi.org/10.1186/s13643-021-01626-4
Prior, P. A. (1998). Writing/disciplinarity: a sociohistoric account of literate activity in the academy. L. Erlbaum Associates.
Vu, K. Q., Bui, T. T., Chehri, A., Dao, M. L., & Do, A. T. (2023). AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam. Sustainability, 15(14), 11093. https://doi.org/10.3390/su151411093
Selwyn, N. (2022). The future of AI and education: Some cautionary notes. European Journal of Education, 57(4), 620–631. https://doi.org/10.1111/ejed.12532
Smith, B. E., Shimizu, A. Y., Burriss, S. K., Hundley, M., & Pendergrass, E. (2025). Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives. Computers and Composition, 75, 102896. https://doi.org/10.1016/j.compcom.2024.102896
Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education. Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stolpe, K., & Hallström, J. (2024). Artificial intelligence literacy for technology education. Computers and Education Open, 6, 100159. https://doi.org/10.1016/j.caeo.2024.100159
UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381137
Vinogradova, P., & Linville, H. A. (2024). Digital storytelling for peacebuilding in a multilingual community. TESOL Journal, 15(4), n/a-n/a. https://doi.org/10.1002/tesj.811
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in Society: Development of Higher Psychological Processes (1st ed.). Harvard University Press.
Wang, D. (2024). Digital multimodal composing as a translanguaging space: Understanding students’ initial experiences and challenges. Chinese Language and Discourse, 15(2), 164–187. https://doi.org/10.1075/cld.24016.wan
Wang, L., & Ren, B. (2024). Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong. Education Sciences, 14(12), 1329. https://doi.org/10.3390/educsci14121329
Wünsch-Nagy, N. (2025). From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education. Computers and Composition, 75, 102909. https://doi.org/10.1016/j.compcom.2024.102909
You, Y., & Han, S. J. (2023). Examining EFL Learners’ Multimodal Texts: Exploring the Rhetorical Purposes of Semiotic Embeds in Multimodal Texts. The International Journal of Literacies, 30(2), 149–166. https://doi.org/10.18848/2327-0136/CGP/v30i02/149-166
Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System (Linköping), 129, 103577. https://doi.org/10.1016/j.system.2024.103577
Yu, S., Zhang, Y., Liu, C., & Lee, I. (2022). From theory to practice: Understanding the long-term impact of an L2 writing education course on writing teachers. Language Teaching Research: LTR. https://doi.org/10.1177/13621688221130852
Yue Yim, I. H. (2024). A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education. Computers and Education. Artificial Intelligence, 7, 100319. https://doi.org/10.1016/j.caeai.2024.100319
Zhang, E. D., & Yu, S. (2023). Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers. Innovation in Language Learning and Teaching, 17(4), 769–777. https://doi.org/10.1080/17501229.2022.2135712
Zhang, E. D., & Yu, S. (2025). Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry. Computer Assisted Language Learning, 38(1–2), 262–290. https://doi.org/10.1080/09588221.2023.2177310
Zhang, E. D., & Yu, S. (2025). The development and validation of an L2 student digital multimodal composing competence scale. Computer Assisted Language Learning, 38(3), 486–511. https://doi.org/10.1080/09588221.2023.2201342
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