Impact of AI Writing Tools on Chinese University Students' Writing Quality and Self-Efficacy

DOI: https://doi.org/10.62517/jike.202604104

Author(s)

Rui Liu

Affiliation(s)

The University of Manchester, Shenzhen, Guangdong, China *Corresponding Author

Abstract

This study examines how AI-based writing assistants (e.g. ChatGPT, Grammarly) affect Chinese undergraduates' essay quality and writing self-efficacy. Twenty students were randomly assigned to write an argumentative essay either with AI support or without. We assessed writing quality via expert ratings and self-efficacy via pre-/post-task questionnaires. As hypothesized, the AI-assisted group produced significantly higher-quality essays (better organization, coherence, and accuracy) but experienced smaller gains in writing confidence. In the Discussion, we integrate these findings with prior research: for example, Kai Zhang (2025)[9] reports that AI feedback substantially improves essay organization and content, and Song & Song (2023) [7] similarly found ChatGPT-assisted students had superior writing proficiency. By contrast, our AI users' self-efficacy did not increase as much as the control group's. We explore why superior AI-supported output may not boost-and may even dampen-students' confidence, citing studies that show both positive effects (AI feedback can reassure learners) and negative effects (students with low self-belief may feel dependent on the tool). We draw on Bandura's theory of mastery and attribution to interpret these results. Finally, we discuss educational implications (how to integrate AI to improve writing without eroding confidence) and note limitations (e.g. small sample) and future directions.

Keywords

AI Writing Tool; Writing Self-Efficacy; Essay Quality; Chinese University Students

References

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