AI LITERACY IN LANGUAGE LEARNING THROUGH DIGITAL MULTIMODAL COMPOSING: A SYSTEMATIC REVIEW

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.