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University Students' Writing Feedback Literacy in the AI Era: The Interplay of Generative AI Acceptance, Writing Anxiety and Writing Self-Efficacy in Chinese EMI Educational Contexts

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Title: University Students' Writing Feedback Literacy in the AI Era: The Interplay of Generative AI Acceptance, Writing Anxiety and Writing Self-Efficacy in Chinese EMI Educational Contexts
Language: English
Authors: Changshuang Zhou (ORCID 0009-0005-6851-9081), Yongliang Wang (ORCID 0000-0002-4672-8481)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Attitudes, Writing (Composition), Writing Evaluation, Artificial Intelligence, Feedback (Response), Multiple Literacies, Anxiety, Computer Attitudes, Writing Attitudes, English (Second Language), Second Language Learning, Computer Uses in Education
Geographic Terms: China
DOI: 10.1111/ejed.70478
ISSN: 0141-8211
1465-3435
Abstract: As artificial intelligence (AI) tools reshape second language (L2) writing, how technological and psychological factors jointly shape English-medium instruction (EMI) students' writing feedback literacy remains underexplored. Using an online questionnaire with 500 Chinese EMI university students, this study employed structural equation modelling (SEM) to examine how generative AI acceptance, writing anxiety and writing self-efficacy shape students' writing feedback literacy. The results showed that (1) generative AI acceptance positively and significantly predicts students' writing feedback literacy and writing self-efficacy, and negatively predicts writing anxiety; (2) writing self-efficacy positively mediated the relationship between generative AI acceptance and writing feedback literacy, while writing anxiety mediated the relationship by reducing negative emotions; and (3) generative AI acceptance improves writing feedback literacy by raising students' self-efficacy and lowering their writing anxiety. This study broadens understanding of writing feedback literacy in the AI era by clarifying the psychological mechanism linking generative AI acceptance to writing feedback literacy in EMI writing, and offers pedagogical implications for integrating AI-based support to improve EMI students' emotions and feedback engagement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497960
Database: ERIC
FullText Text:
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  Data: University Students' Writing Feedback Literacy in the AI Era: The Interplay of Generative AI Acceptance, Writing Anxiety and Writing Self-Efficacy in Chinese EMI Educational Contexts
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  Data: <searchLink fieldCode="AR" term="%22Changshuang+Zhou%22">Changshuang Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6851-9081">0009-0005-6851-9081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yongliang+Wang%22">Yongliang Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4672-8481">0000-0002-4672-8481</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70478
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As artificial intelligence (AI) tools reshape second language (L2) writing, how technological and psychological factors jointly shape English-medium instruction (EMI) students' writing feedback literacy remains underexplored. Using an online questionnaire with 500 Chinese EMI university students, this study employed structural equation modelling (SEM) to examine how generative AI acceptance, writing anxiety and writing self-efficacy shape students' writing feedback literacy. The results showed that (1) generative AI acceptance positively and significantly predicts students' writing feedback literacy and writing self-efficacy, and negatively predicts writing anxiety; (2) writing self-efficacy positively mediated the relationship between generative AI acceptance and writing feedback literacy, while writing anxiety mediated the relationship by reducing negative emotions; and (3) generative AI acceptance improves writing feedback literacy by raising students' self-efficacy and lowering their writing anxiety. This study broadens understanding of writing feedback literacy in the AI era by clarifying the psychological mechanism linking generative AI acceptance to writing feedback literacy in EMI writing, and offers pedagogical implications for integrating AI-based support to improve EMI students' emotions and feedback engagement.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Computer Attitudes
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      – SubjectFull: China
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