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The psychological impact of generative AI on L2 graduate students research writing: a mixed-methods investigation
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2025
Jahr
Abstract
This article introduces a mixed-methods study examining the psychological effects of Generative Artificial Intelligence (GenAI) tools on the research writing processes of English as a Second Language (L2) graduate students. While previous research has highlighted GenAIs benefits for language accuracy and efficiency, its influence on procrastination and anxiety remains underexplored. This proposed study will employ a Randomised Controlled Trial (RCT) combined with qualitative phenomenology to investigate how GenAI tools reshape self-regulation strategies and emotional states during academic writing. Focusing on 120 Chinese graduate students, the research will compare three experimental conditions: GenAI use with AI detection protocols, GenAI use without detection, and a non-AI control group. Quantitative data from validated procrastination and anxiety scales will be integrated with reflective journals and semi-structured interviews. The study seeks to enhance theoretical frameworks concerning technology-mediated writing anxiety and guide ethical AI integration policies.
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