Writing Motivation and Self‐Efficacy in AI ‐Chatbot‐Supported EFL Writing: Exploratory Insights Across Proficiency Levels

ABSTRACT Background Writing motivation and self‐efficacy are critical factors of success in English as a Foreign Language (EFL) contexts, yet they are frequently undermined by learner anxiety and limited teacher feedback. While artificial intelligence (AI) chatbots offer potential for adaptive writing support, limited research has examined these affective constructs in parallel across learner proficiency levels. Objectives This study investigated changes in intrinsic motivation, extrinsic motivation, and writing self‐efficacy among high school EFL learners at higher‐ and lower‐proficiency levels following chatbot‐supported writing and examined whether these changes differed across proficiency levels. Methods Using an exploratory mixed‐methods design, the study involved 47 Vietnamese high school students divided into higher‐ and lower‐proficiency level groups. Over the 11‐week study, participants completed 8 weeks of AI‐supported writing activities using a chatbot designed in accordance with principles of Self‐Determination Theory, Self‐Regulated Learning Theory and Self‐Efficacy Theory. Changes in intrinsic motivation, extrinsic motivation, and writing self‐efficacy were examined using pre‐ and post‐questionnaires and semi‐structured interviews. Results and Conclusions The quantitative findings revealed that intrinsic motivation, extrinsic motivation, and writing self‐efficacy increased over time in both proficiency groups, with no significant differences in the magnitude of change between higher‐ and lower‐proficiency learners. This suggests that the affective changes observed during AI‐supported writing were not confined to one proficiency group. The qualitative findings indicated that learners linked their positive experiences to reduced anxiety, clearer guidance, and supportive interaction, although the types of support they valued differed by proficiency level. Overall, the findings suggest that when positioned as a supportive writing partner rather than an answer generator, AI chatbot feedback may be associated with positive motivational and self‐efficacy development in mixed‐ability EFL writing classrooms.