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<p>The extent to which postgraduate students benefit from AI tools in research-based second-language (L2) writing remains underexplored. This study examined how AI usage impacts writing self-efficacy and cognitive load among postgraduates with varying levels of L2 literacy. A mixed-methods approach was employed, combining questionnaire surveys with semi-structured interviews. The findings showed that AI tools significantly benefited only those with lower L2 literacy: AI use positively predicted increased writing self-efficacy without affecting perceived cognitive load. In contrast, for postgraduates with higher L2 literacy, increased AI use did not correlate with improved writing self-efficacy or reduced cognitive load. Qualitative data further indicated that students with lower L2 proficiency primarily valued AI tools for reading lengthy texts along with other benefits. However, those with higher proficiency expressed strong reservations about relying on AI for evaluative reading and idea planning. These findings offer valuable insights for academic writing instructors, supporting informed decisions on the integration and effective use of AI technologies in academic writing instruction.</p>

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Are AI Tools Effective in Reducing Cognitive Load or Boosting Writing Self-Efficacy for L2 Postgraduates?

  • 期刊论文

  • 发表日期：

    2025年7月26日

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  • Ziyi Zhang,
  • Chunyan Wang,
  • Yuhong Shang

摘要

The extent to which postgraduate students benefit from AI tools in research-based second-language (L2) writing remains underexplored. This study examined how AI usage impacts writing self-efficacy and cognitive load among postgraduates with varying levels of L2 literacy. A mixed-methods approach was employed, combining questionnaire surveys with semi-structured interviews. The findings showed that AI tools significantly benefited only those with lower L2 literacy: AI use positively predicted increased writing self-efficacy without affecting perceived cognitive load. In contrast, for postgraduates with higher L2 literacy, increased AI use did not correlate with improved writing self-efficacy or reduced cognitive load. Qualitative data further indicated that students with lower L2 proficiency primarily valued AI tools for reading lengthy texts along with other benefits. However, those with higher proficiency expressed strong reservations about relying on AI for evaluative reading and idea planning. These findings offer valuable insights for academic writing instructors, supporting informed decisions on the integration and effective use of AI technologies in academic writing instruction.