Learners' Cognition and Behavior in AI-assisted L2 Writing: A Thematic Analysis in The Context of China
DOI:
https://doi.org/10.6918/IJOSSER.202503_8(3).0007Keywords:
Artificial intelligence; L2 writing; Learner cognition; Behavioral patterns; Collaborative model.Abstract
Integrating artificial intelligence (AI) in foreign language education is transforming the landscape of language teaching and learning. However, research on how learners perceive and engage with AI tools remains limited. This study explores the perceptions and behaviors of Chinese EFL (English as a Foreign Language) learners regarding AI-assisted second/foreign language (L2) writing. Through a qualitative thematic analysis of 80 first-year undergraduate students at a university in South China, we discovered that students recognize the significant benefits of AI in enhancing both the quality and efficiency of their writing in four key areas: language optimization, literature processing, content generation, and strategic provision. They understand both the advantages and limitations of AI, which influences their engagement with these tools. Additionally, the study examines how academic writing skills may be redefined in the digital age, emphasizing the need for new educational approaches. The findings suggest a collaborative model that merges human creativity with machine capabilities, ultimately enriching the foreign language learning experience.
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