Exploring EFL Learners' Control-Value Appraisals and Achievement Emotions across GAI-Assisted Academic Writing Patterns

Zhao Min

Xi'an International Studies University, School of English

Abstract：

While Generative Artificial Intelligence (GAI) tools demonstrate revolutionary potential by providing personalized support for second language (L2) writing development, current research has scarcely focused on emotional experience of GAI-assisted academic writing. This study examined whether three GAI-assisted writing patterns, such as strategically dominant, passive recipients, and unbalanced group, differ in control-value appraisals and achievement emotions (pride and anxiety) among 76 Chinese EFL learners, drawing on GAI-Extended Control-Value Theory (GAI-ECVT). Results showed significantly higher control appraisal marginally higher pride in strategically dominant group, but no significant group differences emerged for value appraisal and anxiety. Correlational analysis revealed that control appraisal was positively correlated with pride and negatively correlated with anxiety; while value appraisal was positively correlated with pride only. This study underscores that learners’ writing autonomy is associated with perceived control over GAI-assisted academic writing. Pedagogically, it is suggested that EFL instructors embrace new pedagogical practices and instructional technologies to assist EFL learners address the potential risks of GAI-generated content, identify and manage emotions triggered by GAI tools.

Key Words：

GAI-assisted academic writing; Control-Value Theory (CVT); GAI-Extended Control-Value Theory (GAI-ECVT); autonomy; achievement emotions