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Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
16 references·0 citing·47 second hop
Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing (2026)Exploring the relationships among large l…The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence (2024)The impact of different conve…The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation (2024)The effect of artificial inte…Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era (2024)Modelling Generative AI Accep…From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms (2024)From Excitement to Anxiety: E…Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective (2024)Exploring Chinese EFL learner…Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate (2024)Artificial intelligence in EF…AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies (2024)AI-induced emotions in L2 edu…Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy (2023)Grit and Foreign Language Enj…Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students (2023)Enhancing academic writing sk…Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021)Future selves, enjoyment and …College English writing affect: Self-efficacy and anxiety (2011)College English writing affec…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge (2003)First Language and Second Lan…Comparison between self-concept and self-efficacy in academic motivation research (1999)Comparison between self-conce…Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Perceived Usefulness, Perceiv…Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Evaluating Structural Equatio…Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy mechanism in human agency. (1982)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Social Learning Theory. (1978)Motivational and self-regulated learning components of classroom academic performance. (1990)Self-Efficacy: The Exercise of Control (1999)Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction (2000)How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. (2013)The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. (2018)A power primer. (1992)Self-efficacy: the exercise of control (1997)Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling (2017)Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change (2018)A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency (2021)The Dynamics of Composing : Making Plans and Juggling Constraints (1980)Reading in a Foreign Language (1985)On second language writing (2001)Cognitive task complexity and written output in Italian and French as a foreign language (2007)Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011)FACETS OF SPEAKING PROFICIENCY (2012)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change (1978)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Significance tests and goodness of fit in the analysis of covariance structures. (1980)On the Evaluation of Structural Equation Models (1988)When to use and how to report the results of PLS-SEM (2018)Principles and Practice of Structural Equation Modeling (1998)Principles and Practice of Structural Equation Modeling (2012)A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate (2024)Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement (2024)Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking (2024)Transforming Qualitative Information: Thematic Analysis and Code Development (1998)Using ChatGPT for second language writing: Pitfalls and potentials (2023)Exploring Engagement, Self-Efficacy, and Anxiety in Large Language Model EFL Learning: A Latent Profile Analysis of Chinese University Students (2024)Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self (2025)Mind in Society: The Development of Higher Psychological Processes (1978)Foreign Language Classroom Anxiety (1986)Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective (2025)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Making sense of Cronbach's alpha (2011)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)
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References

  • 1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error108,884 cited
  • 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology68,271 cited
  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 2023Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students711 cited
  • 1999Comparison between self-concept and self-efficacy in academic motivation research614 cited
  • 2011College English writing affect: Self-efficacy and anxiety313 cited
  • 2003First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge298 cited
  • 2024Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era243 cited
  • 2023Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy240 cited
  • 2024Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate238 cited
  • 2021Future selves, enjoyment and anxiety as predictors of L2 writing achievement204 cited
  • 2024The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence

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201 cited
  • 2024The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation187 cited
  • 2024From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms169 cited
  • 2024Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective167 cited
  • 2024AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies163 cited
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