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Learner Autonomy and Anxiety in AI-Assisted L2 Writing: A PLS-SEM Study of QuillBot Use

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Title: Learner Autonomy and Anxiety in AI-Assisted L2 Writing: A PLS-SEM Study of QuillBot Use
Language: English
Authors: Hyewon Cho
Source: English Teaching. 2025 80(4):85-103.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Second Language Learning, Personal Autonomy, Writing Apprehension, Writing (Composition), Writing Attitudes, Computer Uses in Education, Educational Technology, Foreign Countries, English for Special Purposes, Aviation Mechanics, Aviation Education
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This study empirically investigates the causal relationships among learners' perceptions of QuillBot effectiveness, learner autonomy, and writing anxiety in an EFL context. QuillBot, an AI-assisted writing tool providing paraphrasing and grammar-checking functions, was selected as the primary tool for student revision. Fifty-six undergraduate students majoring in Aviation Maintenance participated. Three instruments were employed to measure the constructs: learners' perceived effectiveness of QuillBot, L2 writing autonomy, and L2 writing anxiety. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that students' perceptions of QuillBot effectiveness positively influence writing autonomy, which in turn significantly reduces writing anxiety, while perceived effectiveness did not have a significant direct effect on writing anxiety. The findings suggest that perceiving QuillBot as an effective tool enhances learners' control over their writing, highlighting the mediating role of learner autonomy in AI-assisted L2 writing. The results provide practical implications for integrating AI-assisted writing tools into L2 instruction to foster learner autonomy and reduce writing anxiety.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493938
Database: ERIC
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  Data: Learner Autonomy and Anxiety in AI-Assisted L2 Writing: A PLS-SEM Study of QuillBot Use
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  Data: <searchLink fieldCode="AR" term="%22Hyewon+Cho%22">Hyewon Cho</searchLink>
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Label: Abstract
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  Data: This study empirically investigates the causal relationships among learners' perceptions of QuillBot effectiveness, learner autonomy, and writing anxiety in an EFL context. QuillBot, an AI-assisted writing tool providing paraphrasing and grammar-checking functions, was selected as the primary tool for student revision. Fifty-six undergraduate students majoring in Aviation Maintenance participated. Three instruments were employed to measure the constructs: learners' perceived effectiveness of QuillBot, L2 writing autonomy, and L2 writing anxiety. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that students' perceptions of QuillBot effectiveness positively influence writing autonomy, which in turn significantly reduces writing anxiety, while perceived effectiveness did not have a significant direct effect on writing anxiety. The findings suggest that perceiving QuillBot as an effective tool enhances learners' control over their writing, highlighting the mediating role of learner autonomy in AI-assisted L2 writing. The results provide practical implications for integrating AI-assisted writing tools into L2 instruction to foster learner autonomy and reduce writing anxiety.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 85
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Writing Apprehension
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Attitudes
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: English for Special Purposes
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      – SubjectFull: Aviation Mechanics
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      – SubjectFull: Aviation Education
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      – SubjectFull: South Korea
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