Artificial Intelligence Literacy and Self-Regulated Learning as Predictors of Academic Writing Skills among Pre-Service Indonesian Language Teachers
DOI:
https://doi.org/10.61255/jupiter.v4i4.1711Keywords:
Artificial Intelligence Literacy, Self-Regulated Learning, Academic Writing Skills, Pre-Service Teachers, Indonesian Language EducationAbstract
Purpose: The rapid adoption of generative artificial intelligence (AI) has transformed higher education and reshaped academic writing practices, creating a need to understand factors that support students’ writing competence. Although previous studies have examined artificial intelligence literacy and self-regulated learning in technology-enhanced learning environments, empirical evidence remains limited regarding their predictive roles in academic writing among pre-service Indonesian language teachers. Therefore, this study aimed to examine the individual and joint predictive effects of Artificial Intelligence Literacy and Self-Regulated Learning on Academic Writing Skills. Methods: A quantitative study employing a predictive correlational design was conducted with 132 undergraduate students enrolled in Indonesian Language Education programs at several universities in Indonesia. Participants were selected through purposive sampling. Data were collected using Artificial Intelligence Literacy and Self-Regulated Learning questionnaires, while Academic Writing Skills were assessed through an academic essay-writing task using an analytic rubric. The data were analyzed using descriptive statistics and multiple linear regression with IBM SPSS Statistics. Findings: The results showed that Artificial Intelligence Literacy significantly predicted Academic Writing Skills (β = .448, t = 5.595, p < 0.001). Self-Regulated Learning also significantly predicted Academic Writing Skills (β = .271, t = 3.392, p < 0.001). Furthermore, Artificial Intelligence Literacy and Self-Regulated Learning jointly significantly predicted Academic Writing Skills (F(2, 129) = 43.276, p < 0.001), with the model explaining 40.2% of the variance in Academic Writing Skills. Research Implications: These findings suggest that teacher education programs should integrate Artificial Intelligence Literacy and Self-Regulated Learning into academic writing instruction. Such integration may help pre-service Indonesian language teachers use AI technologies critically and responsibly while maintaining self-regulated learning practices and academic writing competence.
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