An evaluation of the generative artificial intelligence acceptance level and the effect of artificial intelligence literacy on the digital writing skills of Turkish language teaching undergraduate students

This study aims to investigate the interrelationships between digital literacy, acceptance of productive artificial intelligence, artificial intelligence literacy, and communication skills among Turkish language teaching program students at state universities. Furthermore, the study seeks to elucidate the discrepancies in digital and artificial intelligence literacy levels among participants according to various demographic variables. To this end, the relational survey model, one of the quantitative research designs, was employed. The study group comprises 502 students enrolled in the Turkish Language Teaching departments of state universities in Türkiye during the 2023-2024 academic year. The participants were randomly selected, and their demographic information was subsequently analyzed. In the process of data collection, a personal information form was utilized to ascertain the demographic characteristics of the participants, a Digital Literacy Scale was employed to determine their digital literacy levels, a Productive Artificial Intelligence Acceptance Scale was used to determine their productive artificial intelligence acceptance levels, and an Artificial Intelligence Literacy Scale was used to determine their artificial intelligence literacy levels. Validity and reliability tests were conducted on these scales, and high reliability levels were determined. Data was collected via Google Form and analyzed using the IBM SPSS Statistics program. Descriptive statistics, ANOVA, and correlation analyses were employed to examine the relationships between demographic variables and scale subscales. In this study, it was determined that the majority of the participants were female, between the ages of 18 and 24, graduated from Anatolian High Schools, and came from the middle-income group.The participants have access to a variety of technological devices and the Internet, and utilize a considerable amount of technology on a daily basis. Over half of the participants utilize artificial intelligence, albeit occasionally. The majority of participants had not undertaken any formal training in artificial intelligence, although a significant proportion had completed technology design courses. The participants demonstrated proficiency in digital writing skills, a favorable perception of productive AI, and a moderate level of AI literacy. Digital writing skills are significantly associated with a number of factors, including productivity, performance expectancy, effort expectancy, enabling conditions, and social influence. However, this relationship is less pronounced when considering AI literacy. The female participants exhibited higher averages in digital writing skills and performance expectancy than their male counterparts, whereas the male participants demonstrated higher averages in AI literacy. Significant differences are observed between income groups with regard to digital writing skills, productive AI acceptance, and AI literacy. Middle-income participants exhibit the highest levels of AI literacy. There is no significant correlation between digital writing skills and AI acceptance and grade level. However, there is a notable increase in AI literacy as grade level rises. Students who utilize AI demonstrate elevated levels of awareness pertaining to productivity and performance expectations, effort expectations, and social impacts. Additionally, they exhibit enhanced proficiency in technical comprehension and practical application skills. Students who have taken AI courses exhibit higher levels of performance expectancy and technical knowledge. The proficiency in digital writing skills is observed to increase with the advancement in age. There is a positive correlation between the access to technology and the proficiency in digital writing skills, as well as in the acceptance of productive AI and in AI literacy. The degree of artificial intelligence usage is positively correlated with digital writing skills and productive artificial intelligence acceptance. Furthermore, technology usage habits have been shown to have a positive effect on digital writing skills, productive artificial intelligence acceptance, and artificial intelligence literacy. In light of the findings of the research, it is recommended that educational programs be expanded to include courses on digital writing and AI literacy. It is also recommended that supportive programs be made available to students from specific gender and income groups. Furthermore, measures should be taken to increase access to technology, and artificial intelligence courses should be expanded. Finally, teacher training should be strengthened.