Tracing EFL Learners’ Emotional Journeys in Human-AI Collaborative Writing: A Control-Value Perspective Multiple Case Study

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Abstract

This study examines EFL learners’ emotional trajectories during human-AI collaborative writing using Control-Value Theory (CVT) as a framework. Six Chinese EFL learners with varied proficiency, AI familiarity, and writing experience will finish an IELTS writing task in collaboration with a self-developed GenAI platform, IELTS Buddy. The data source includes their collaborative writing texts, screen recordings of writing processes, and post-task interviews. CVT will be used to 1) construct their emotional trajectories, 2) explain underlying control-value mechanisms, and 3) explore emotions’ influence on writing behaviors and outcomes. Preliminary findings identified two contrasting emotional pathways (i.e., frustration-driven disengagement / anxiety-relief dependence), which significantly shaped writing processes and outcomes. This study offers pedagogical implications for improving learner-AI interaction in L2 writing.

Authors

• Shujun YUAN, University of Sydney

• YUNAN ZHANG, University of Hong Kong