AI chatbots in L2 writing
Anxiety, usefulness, and writing outcome
Bibliographic Data
| ID | 17832452 |
|---|---|
| Authors | Asma Almusharraf (0000-0001-8916-6768, Imam Mohammad ibn Saud Islamic University, corresponding author) |
| Year | 2026 |
| Volume | 13 |
| Issue | 1 |
| Publication date | 2026-03-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Palgrave Macmillan (PUBLISHER • GB) |
| DOI | 10.1057/s41599-026-06816-w |
| OpenAlex | W7133308752 |
| Language | EN |
| Citations received | 1 |
| References cited | 58 |
Second language writing is a challenging skill often hindered by high cognitive demands and writing anxiety, which negatively affect learner confidence and performance, highlighting the urgent need to investigate how emerging AI tools can support and improve this process. Therefore, this study adopts a mixed-methods design to examine the influence of AI chatbots on English language learners’ writing proficiency, with a focus on writing anxiety, perceived usefulness, and writing outcomes. Quantitative analyses investigated the predictive role of perceived usefulness and anxiety, alongside moderating variables such as gender, academic level, English proficiency, frequency of AI use, and self-reported confidence. The qualitative component involved thematic analysis of open-ended responses to explore learners’ perceptions, benefits, challenges, and intentions regarding AI chatbot use in writing. Data were collected from 387 Saudi university students with prior experience using AI chatbots for English writing tasks. Results indicated that perceived usefulness significantly predicted improved writing outcomes, while writing anxiety remained a relevant factor. Demographic variables such as gender and academic level showed no significant effects, but English proficiency and frequency of AI tool use influenced learner perceptions. Thematic findings highlighted benefits including fluency enhancement, idea generation, speed, and personalized feedback, while concerns centered on over-reliance and repetitive responses. These findings underscore the importance of considering learners’ perceived usefulness when integrating AI chatbots into writing instruction. Adaptive designs are needed to address varying proficiency levels and to support learners with persistent anxiety or avoidance behaviors. Moreover, understanding the drivers of frequent AI tool use, such as task relevance and feedback quality, can inform more effective implementation. Educators should promote balanced use of AI tools to enhance writing development while preserving learners’ independent writing skills
Anxiety · Chatbot · Fluency · Thematic analysis · Writing assessment · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Neurobiology of Language and Bilingualism
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |