AI Perceptions and Writing Anxiety: A Correlational Study in the Context of Academic Writing Support

Abstract

This study investigates the relationship between EFL students' perceptions and attitudes toward AI-powered writing tools and their writing anxiety in the context of academic writing. As AI writing tools become increasingly integrated into higher education, understanding their psychological impact on students—particularly regarding writing anxiety—has become essential. The study aims to determine whether students' positive perceptions of these tools correlate with reduced anxiety during academic writing tasks. A quantitative correlational research design was employed. Forty-two undergraduate students in Yogyakarta, Indonesia participated in the study. Participants were selected using purposive sampling, ensuring prior experience with AI writing tools and enrollment in an academic writing course. Data were collected using two validated instruments: a self-developed AI Perception and Attitudes Scale based on the Technology Acceptance Model (TAM), and the Second Language Writing Anxiety Inventory (SLWAI). Descriptive statistics, normality testing, and both Pearson and Spearman correlation analyses were conducted using SPSS. Findings revealed that while students generally held positive views toward AI writing tools, there was no statistically significant correlation between AI perceptions/attitudes and writing anxiety levels (Pearson <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$r=-0.211, p=0.180$</tex>; Spearman's <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\rho=-0.195, p=0.216$</tex>). The results suggest that although AI tools are perceived as helpful for writing performance, they do not necessarily reduce the emotional or psychological barriers associated with writing. The study recommends integrating AI tools with pedagogical strategies that explicitly address writing anxiety to support students more holistically in academic writing contexts.

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