The Impact of Teacher Support on EFL Learners’Willingness to Engage in Human-AI Collaborative Writing

Groundedin the integrated theoretical framework of the Stimulus - Organism - Response (S - O - R) model and the Technology Acceptance Model (TAM), the study proposes the impact mechanism of teacher support on EFL learners’ willingness to engage (WTE) in human - AI collaborative writing. The research involved 503 Chinese university EFL learners who had experienced a semester of AI - assisted writing instruction. Self - report questionnaires were utilized to measure the variables, and descriptive and regression analyses were performed to examine the relationships among them.The results reveal that perceived teacher support directly and positively influences EFL learners’ WTE in human - AI collaborative writing. It also indirectly affects WTE through the independent mediating roles of technology acceptance and task flow. Furthermore, technology acceptance and task flow exhibit a chain - mediating effect between perceived teacher support and WTE. These findings offer valuable insights for EFL acquisition and instruction in AI - based collaborative writing contexts.