Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing

Self-efficacy plays a central role in L2 academic writing. However, limited attention has been paid to how technology-related factors and emotions jointly shape learners' self-efficacy in L2 academic writing. Drawing on control-value theory and self-efficacy theory, this study investigates the relationships among large language model (LLM) acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing. A total of 643 Chinese EFL graduate students participated in the study, with data collected via an online questionnaire. Structural equation modelling was employed to examine hypothesized direct and indirect relationships. The results of the direct effects analysis showed that LLM acceptance positively predicted self-efficacy, enjoyment, and anxiety. Moreover, enjoyment positively predicted self-efficacy, whereas anxiety negatively predicted it. The results of the indirect effects analysis further revealed that enjoyment served as a complementary mediator, whereas anxiety acted as a competitive mediator in the link between LLM acceptance and self-efficacy. These findings highlight the dual emotional pathways through which LLM acceptance shapes self-efficacy and offer pedagogical insights into fostering students' self-efficacy in the L2 academic writing context.