Speaker
Description
The purpose of this study is to examine AI literacy and English writing anxiety among university students in an English for Specific Purposes (ESP) context. Recognizing the increasing integration of artificial intelligence (AI) tools into academic writing practices, the research adopts a mixed-methods approach, combining quantitative survey data with qualitative interviews to provide a comprehensive understanding of the phenomenon. Convenient sampling was used to choose 400 ESP students from the University of Economics Ho Chi Minh City. The Meta AI literacy scale developed by Carolus et al. (2023) and the Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) were administered to 441 ESP students. The findings indicate a weak negative correlation (r = -0.062, p = 0.195) between AI literacy and writing anxiety. This suggests that while AI tools may alleviate some anxiety, the relationship is minimal. Despite this, qualitative findings reveal that students recognize the potential of AI in enhancing writing quality and efficiency, though there are concerns about over-reliance and ethical issues. The study proposes a five-stage "Clarify-Draft-Refine-Verify-Reflect" model for integrating AI into writing processes, emphasizing self-regulated learning. Recommendations include incorporating AI literacy into ESP curricula to enhance digital competencies, writing skills and students’ emotional resilience.
