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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