AI chatbot-based learning: alleviating students' anxiety in english writing classroom
Open accessAbstract
In the ever-evolving landscape of education, integrating innovative technologies can enhance the learning experience for students. ChatGPT, a cutting-edge language processing tool developed by OpenAI, offers exciting possibilities for teaching writing. This advanced AI model can be a powerful asset in the classroom, providing students with valuable resources and support as they develop their writing skills. Seventy-three college students participated in the quasi-experiment. The findings demonstrate that AI chatbot-based instruction reduces students' anxiety about learning English writing. AI chatbots offer instant feedback, allowing students to correct errors immediately. This quick feedback loop can prevent students from ruminating over their mistakes, thus reducing anxiety. With AI chatbot, students can learn at their own pace. They can take time to understand concepts, practice writing, and receive feedback without feeling rushed. This flexibility can alleviate the pressure of strict deadlines in traditional classroom settings. The findings imply teachers to implement chatbot-based learning in the classroom.
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When AI tools manage lower-order concerns, students demonstrate increased willingness to engage in creative risk taking and experimentation with complex language structures.
“Notably, when AI tools manage lower-order concerns, students demonstrate increased willingness to engage in creative risk taking and experimentation with complex language structures [30].”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [30]
Hawanti and Zubaydulloevna found that AI-powered tools encouraged students to experiment with unfamiliar language structures and styles, reducing anxiety around linguistic experimentation.
“Hawanti and Zubaydulloevna [30] found that AI-powered tools encouraged students to experiment with unfamiliar language structures and styles, reducing anxiety around linguistic experimentation.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [30]
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References 36 · Cited by 72
- Authors
- Hawanti, S., & Zubaydulloevna, K. M.
- Affiliations
- Muhammadiyah University Purwokerto (ID)
- ORCID
- Hawanti, Santhy
- Venue
- Bulletin of Social Informatics Theory and Application
- Publisher
- ASCEE Publications
- Published
- 2023-12-05
- Volume
- 7
- Issue
- 2
- Pages
- 182-192
- ISSN
- 2614-0047 (ISSN-L)
- OpenAlex
- W4389323575
- Cited by
- 72
- References
- 36
- Citations by year
- 2026: 21 · 2025: 37 · 2024: 13 · 2023: 1
- FWCI
- 16.90
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-sa
- Locations
- Bulletin of Social Informatics Theory and Application (publishedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- AI chatbots, ChatGPT, English writing instruction, student anxiety, writing anxiety, immediate feedback, self-paced learning, university students, AI-assisted writing
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