Symbiotic learning: developing multiliteracies in human-AI collaboration
Fei-Yu Wang, Sy-Ying Lee · Pedagogies An International Journal · 2025
Conducted in a 16-week digital storytelling course for B1–B2 level English majors, this study examines the role of Generative AI in developing EFL learners’ multiliteracies through symbiotic learning —a form of human-AI collaboration that enhances design practice via digital storytelling. Two EFL learners were selected based on a purposeful sampling strategy. Multiple data sources were incorporated, including semi-structured interviews, digital videos, learners’ reflections, and the primary researcher’s reflective journals. This study employed content analysis to examine the human-AI co-creating process of multimodal compositions, utilizing Transpositional Grammar to analyze transitions among multimodal elements in learners’ digital narratives. Three themes emerged from the data analysis: (1) Role transformation in multimodal compositions with GenAI, (2) Development of multiliteracies through human-AI co-created multimodal compositions, and (3) Dynamic and negotiated agency in GenAI-supported multimodal compositions. Findings show learners effectively used GenAI to engage with semiotic resources and reach their goals. Through iterative prompting, revision, and refinement of AI outputs, learners developed multiliteracy skills. Symbiotic learning fosters agency, personalization, creativity, and critical decision-making. AI literacy, combining technical skill and critical awareness, is essential for responsible engagement. Pedagogically, integrating prompt engineering into curricula can enhance multiliteracies in the creation of AI-supported digital stories.