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Perceptions of L2 Writing Support Through Generative AI: Reflections From First-Year Education Students
Abstract
The integration of generative AI into L2 writing raises pedagogical questions, especially in teacher education, where students learn to write while forming beliefs about writing instruction. While prior studies report positive attitudes toward ChatGPT, little is known about how future teachers experience such tools across tasks. This study examines first-year education students' perceptions of ChatGPT in L2 writing. Seventy-eight undergraduates (49 Early Childhood; 29 Primary) completed two in-class writing tasks using ChatGPT and pre/post-task questionnaires on confidence, motivation, autonomy, and AI attitudes. Results show a significant increase in confidence after the second task, especially among students who viewed AI as useful in daily life. No significant changes were found in motivation, metalinguistic awareness, or revision behaviour. Regression analyses confirmed that concrete beliefs about AI usefulness—not abstract expectations of societal impact—predicted tool acceptance. Findings highlight the need for scaffolded, reflective AI use in teacher education.
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