GENERATIVE AI IN EFL WRITING: EFFECTS ON ANXIETY AND STUDENT PERCEPTION

Authors

  • Syifa Mauliya
  • Daniel Widhiatama

DOI:

https://doi.org/10.22460/eltin.v14i2.p317-330

Keywords:

Artificial Intelligence, Writing Anxiety, EFL Students, Students Perceptions of AI, Academic Writing

Abstract

This study analyzes changes in writing anxiety levels among English as a Foreign Language (EFL) students following the implementation of generative artificial intelligence (generative AI) in academic writing, while also exploring their perceptions of its use in that context. The study employs a mixed-methods approach with a pre-experimental design, in which quantitative data were obtained through pre- and post-intervention measurements using the Second Language Writing Anxiety Inventory (SLWAI), while qualitative data were collected through semi-structured interviews. The sample consisted of 21 EFL students. Quantitative analysis results showed no statistically significant difference in writing anxiety levels before and after AI use, although there was a slight increase in the mean score. Meanwhile, qualitative findings revealed that students viewed generative AI as a versatile tool that supports grammar checking, idea development, and improved writing efficiency. However, concerns were raised regarding contextual mismatches, overreliance on AI, and a decline in critical thinking skills. Overall, the results of this study suggest that while generative AI provides educational support for academic writing, its impact on reducing writing anxiety is complex and requires careful integration, supported by expertise in AI and effective teaching practices.

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Published

2026-09-02

Issue

Vol. 14 No. 2 (2026): VOLUME 14, ISSUE 2, OCTOBER 2026

Section

Artikel

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