Chinese private university EFL students’ attitude towards iWrite Automated Essay Scoring system: influencing mechanism from perceived interactivity to criticism

Artificial Intelligence (AI) has been prominent in our daily lives by means of mobile applications and web search engines. AI-based Automated Essay Scoring (AES) system is playing an increasingly important role in higher education field. This study investigated the relationship between Chinese private university EFL students’ perceived interactivity of iWrite AES system and perceived performance, confirmation, individual innovativeness of AES system, as well as their reflective thinking, and how the variables influence students’ criticism of AES system.

Based on a sample of 442 students, the study used Partial Least Squares-Structural Equation Modeling (PLS-SEM) for data analysis. The findings indicated that students’ perceived interactivity of AES system is positively related to perceived performance and confirmation. Students’ perceived performance of AES system has a significant influence on students’ confirmation.

Furthermore, students’ confirmation of AES system positively affects individual innovativeness, reflective thinking and criticism of AES. And students’ individual innovativeness also positively influences students’ reflective thinking of AES. However, students’ individual innovativeness and reflective thinking of AES system doesn’t have a positive relationship with students’ criticism.

This study not only reveals Chinese private university EFL students’ attitudes and experiences towards technological tools but also provide valuable support for enhancing teaching effectiveness and improving teaching methods. This work was supported by the Philosophy and Social Science Planning Project of Yunnan Province in 2023 (YB2023083) and the Open Fund of Yunnan Institute of Traditional Chinese Medicine Industry Development, Yunnan Province, and Yunnan Province Master’s Degree in Public Administration (MPA) Project Construction Site Project (YTRDRI202218). Department of Special Education, Shandong Vocational College of Special Education, Jinan, Shandong, People’s Republic of China School of Humanities, Arts and Education, Shandong Xiehe University, Jinan, Shandong Province, The People’s Republic of China School of Education & General Studies, AIFA University College, Subang Jaya, Selangor, Malaysia School of Humanities and Management, Yunnan University of Chinese Medicine, Kunming, Yunnan, People’s Republic of China All participants in the research were offered informed consent.

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