Exploring the Impact of EFL Learners’ Perceptions of AI usage in Language Learning on Their Perceived Writing Anxiety: A Correlational Study

Abstract

As in many fields, the use of Artificial Intelligence (AI) in education is increasing exponentially. In English Language Teaching and Learning, in particular, there is an accumulating body of research exploring this phenomenon. Given the potential benefits of AI, understanding language learners’ perspectives on its use in language education has become crucial. Informed by the Technology Acceptance Model (TAM), which provides a framework for understanding users’ perceptions in the adoption of new technologies, this study investigated the perceptions of 135 students at a Turkish state university. Additionally, it explored the learners’ levels of foreign language writing anxiety and examined the relationship between their perceptions of AI use and their writing anxiety. The study adopted a correlational research design, and data were collected through Perceptions of AI Usage Scale (PAS) developed by Aydın (2024), and the Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004). PAS results indicated that learners generally held moderate perceptions of AI in language learning, while concerns about the production of inappropriate language content by AI tools were also noted. SLWAI results revealed that learners experienced moderate levels of writing anxiety across its three subscales. Additionally, the study found a weak positive relationship between learners’ perceptions of AI use and their writing anxiety, suggesting no significant correlation. These findings contribute to the growing body of literature by offering insights into learners’ perceptions of AI use in language education and highlighting the complex interplay between AI use and foreign language writing anxiety.

Keywords

• Technology Acceptance Model
• AI use in Language Teaching
• Writing Anxiety

References

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