Exploring the Effects of Generative AI Assistance on Writing Self-Efficacy
This addresses the problem of optimizing AI tools to enhance student confidence in writing without undermining agency, though it is an incremental study focused on a specific educational context.
The study investigated how different types of generative AI assistance affect undergraduate students' writing self-efficacy, finding that ideation-level support led to high self-efficacy and positive change, while sentence-level support caused declines and full AI support reduced ownership.
Generative AI (GenAI) is increasingly used in academic writing, yet its effects on students' writing self-efficacy remain contingent on how assistance is configured. This pilot study investigates how ideation-level, sentence-level, full-process, and no AI support differentially shape undergraduate writers' self-efficacy using a 2 by 2 experimental design with Korean undergraduates completing argumentative writing tasks. Results indicate that AI assistance does not uniformly enhance self-efficacy full AI support produced high but stable self-efficacy alongside signs of reduced ownership, sentence-level AI support led to consistent self-efficacy decline, and ideation-level AI support was associated with both high self-efficacy and positive longitudinal change. These findings suggest that the locus of AI intervention, rather than the amount of assistance, is critical in fostering writing self-efficacy while preserving learner agency.