Speaker
Description
As AI-based writing applications such as ChatGPT, Gemini, and automated feedback systems become increasingly integrated into language learning environments, understanding their psychological and pedagogical effects on learners has become essential. This study explores the relationship between AI-assisted writing tools and anxiety among English as a Foreign Language (EFL) students in academic writing contexts. Using a quantitative research design, data were collected from EFL university students through structured questionnaires with Likert scales measuring AI-assisted writing usage, writing anxiety, self-efficacy, and trust in AI. In this context, the Technology Acceptance Model (TAM) serves as a valuable framework for understanding the adoption of AI technologies in English education. The findings suggest that AI-assisted writing tools generally contribute to reducing students’ writing anxiety by providing linguistic support, idea development, and easing mental burden. However, concerns about students’ overdependence on AI are associated with higher levels of writing anxiety. Surprisingly, the findings indicate students with higher self-efficacy and stronger trust in AI reported higher levels of anxiety and more positive attitudes toward AI-assisted learning. The study contributes to the growing body of research on AI in English language education by highlighting the psychological factors that shape students’ experiences with AI-assisted writing. The research offers practical implications for educators seeking to integrate AI tools effectively while fostering learner autonomy, confidence, and critical engagement in EFL writing classrooms.
Biography
Vo Thi Thanh Truc, M.A., is the Vice Dean of the Faculty of English Language and Culture at Dong A University. With more than 12 years of experience in English language teaching, she has been actively engaged in enhancing educational quality, promoting learner-centered approaches, and developing students’ language competence as well as their global perspectives. Throughout her academic career, she has continuously innovated teaching methodologies and fostered dynamic, interactive learning environments that encourage students’ confidence and creativity in English language use. She has also participated in various international workshops and professional development programs for educational leaders, contributing to her ongoing professional growth and leadership capacity. In addition, she has been actively involved in organizing and contributing to academic events, international exchange programs, and English language competitions for students. She has supervised numerous undergraduate theses and student scientific research projects at the institutional level, supporting students in developing their research skills and academic capacity. She is also a key speaker at the workshop themed “Teaching Grammar in Practical Situations.” Her research interests focus on Applied Linguistics and English Language Teaching methodologies.
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