The integration of artificial intelligence (AI) in educational contexts has introduced new dynamics in second language acquisition, particularly concerning writing anxiety among Chinese university students. This study examines the correlation between AI-assisted English as a Foreign Language (EFL) writing frequency and writing anxiety. A comprehensive questionnaire survey, utilizing Cheng’s Second Language Writing Anxiety Inventory (SLWAI), was conducted among 115 students. Descriptive statistics, correlation, and regression analyses were performed using SPSS to evaluate cognitive anxiety, avoidance behavior, somatic anxiety, and the frequency of AI-assisted writing. The results indicate a significant positive correlation between the frequency of AI-assisted writing and all forms of writing anxiety, highlighting that frequent AI use corresponds with increased anxiety levels. These findings suggest that while AI tools can aid in completing writing tasks, they may also foster dependency and hinder the development of independent writing skills. It is crucial for educators to support students in building confidence and reducing AI reliance, ultimately enhancing their academic performance and adaptability in future professional environments.

Ziqian Yu. The Study of the Correlation between AI-Assisted EFL Writing Frequency and Writing Anxiety among Chinese University Students. Academic Journal of Humanities & Social Sciences (2024) Vol. 7, Issue 7: 7-15. https://doi.org/10.25236/AJHSS.2024.070702.

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