The Impact of AI-Assisted Feedback Tools on Rural EFL Learners’ Writing Anxiety and Autonomy in Bangladesh

Miftaul Jannat

Oct-Nov-Dec

Abstract
The study explored the effects of AI-based feedback tools on writing anxiety and learner autonomy among rural Bangladeshi EFL learners. This study aimed to evaluate the impact of AI writing tools, such as ChatGPT and Grammarly, on the anxiety of writing and independent learning skills of secondary school students from rural communities. 120 EFL learners were selected from four rural institutions of Bangladesh, and the quasi-experimental design was adopted to conduct the study. Pre-test and post-test questionnaires modified from the Foreign Language Writing Anxiety Scale and Learner Autonomy Scale were used as instruments for collecting quantitative data. The intervention period lasted for 8 weeks, and the teachers provided feedback to the experimental group in writing using the AI tool, while feedback on writing was given to the control group manually by the teachers. The data were analyzed using paired-sample t-tests and descriptive statistics for quantitative data. The findings indicated that the writing anxiety level and writing autonomy level of the group of learners who adopted the AI-assisted feedback tools were significantly lower than those of the control group. The participants also reported that their English writing confidence, self-regulation, and motivation in English writing have been improved; however, they have expressed concerns about using AI excessively for writing feedback.

Keyword: Artificial Intelligence, Anxiety, Autonomy, EFL, Bangladesh

Research Area: ELT

Country: Bangladesh

download