AI-Assisted Writing Anxiety: Mediating Effects of Metacognitive Strategies and Self Efficacy in ESL Contexts

Abstract

This study aims to investigate the role of AI-assisted writing anxiety in ESL contexts emphasizing the mediating role of metacognitive strategies and self-efficacy. The increasing use of AI in academic writing introduces challenges for students, including language assistance, overreliance, plagiarism, and self-confidence in writing. The study uses a quantitative mediation-based design to examine the direct relationship between the use of AI-assisted writing and writing anxiety, as well as the indirect relationship between the use of AI-assisted writing and writing anxiety through learners' strategic regulation and self-beliefs. The proposed model considers the AI-supported writing as the independent variable, writing anxiety as the dependent variable, and metacognitive strategies and self-efficacy as mediators. The study makes a valuable contribution to literature by broadening the field of AI in education to include affective and cognitive aspects. The results are anticipated to offer practical implications for ESL teachers, curriculum designers, and institutions interested in fostering effective and psychologically healthy AI usage in writing learning.

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