Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study

Abstract

The emergence of generative AI (GAI) tools functionally capable of automatic text generation has brought significant benefits in enhancing writing processes and content quality. While research on GAI tools has recently proliferated in L2 writing, little is known about learners’ intention and application of these tools in naturalistic writing conditions and the features of GAI-assisted L1 and L2 writing across formal and informal contexts. To address the gaps, the study integrated the technology acceptance model (TAM) with the theory of planned behavior (TPB) in a mixed-method design. The data were collected from the questionnaire survey involving 784 Chinese university students and semi-structured interviews with ten of them. The findings indicated the significant influences of perceived ease of use, perceived usefulness, subjective norms, and self-efficacy on their intention to use and actual use, and the emergence of three key themes pertinent to student distinctive GAI perceptions across formality and languages, student subjectivity with product- and learning-orientation of GAI use, and strategic human-GAI interactions transferable to different contexts. This study contributes to empirical evidence on GAI-assisted L1 and L2 writing among tertiary students, shedding light on GAI implications across written languages, formality levels, and educational settings.