This study empirically investigates the causal relationships among learners’ perceptions of QuillBot effectiveness, learner autonomy, and writing anxiety in an EFL context. QuillBot, an AI-assisted writing tool providing paraphrasing and grammar-checking functions, was selected as the primary tool for student revision. Fifty-six undergraduate students majoring in Aviation Maintenance participated. Three instruments were employed to measure the constructs: learners’ perceived effectiveness of QuillBot, L2 writing autonomy, and L2 writing anxiety. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that students’ perceptions of QuillBot effectiveness positively influence writing autonomy, which in turn significantly reduces writing anxiety, while perceived effectiveness did not have a significant direct effect on writing anxiety. The findings suggest that perceiving QuillBot as an effective tool enhances learners’ control over their writing, highlighting the mediating role of learner autonomy in AI-assisted L2 writing. The results provide practical implications for integrating AI-assisted writing tools into L2 instruction to foster learner autonomy and reduce writing anxiety.

The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

The purpose of this study was to examine L2 learners’ perceived writing anxiety and the usefulness of freewriting in improving L2 writing fluency. Seventeen L1-Korean preservice English teachers enrolled in a teacher education program at a university participated. An L2 writing anxiety survey, 170 freewritings, and 17 reflective writings were analyzed. The participants showed a moderate level of L2 writing anxiety, mostly due to a lack of confidence. Across 10 freewriting practice sessions, participants’ words per minute gradually increased, with high and low fluency groups showing a similar upward trend. Participants’ written reflections revealed that they perceived the freewriting practice useful in boosting confidence and improving skills. Expressing ideas freely without concern for accuracy alleviated their L2 writing anxiety most. Participants reported they had difficulty writing in English continuously for several minutes, and disliked absence of teacher feedback.

This study examined the effects of peer feedback combined with teacher feedback on L2 writing. From a review of related studies, several factors were selected as predictors of L2 writing proficiency: L2 knowledge and composition skills, L2writing anxiety, and metacognitive knowledge on L2 writing. Participants were 75college students, who were randomly assigned to the experimental or the control group. Both groups received teacher feedback, while the experimental group performed peer feedback activities, and the control group did self-reflective revision in addition. Data were collected from teacher and peer feedback, timed writing, an L2writing anxiety survey, and evaluation of a sample essay. A statistical analysis revealed differences between teacher and peer feedback. Peer feedback combined with teacher feedback appeared to be beneficial for increasing L2 knowledge and lowering L2 writing anxiety. In the regression analysis, writing anxiety predicted the level of L2 knowledge and composition skills. Based on the findings, implications for L2 writing class and suggestions for future studies are presented.