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Why Can’t I Stop Procrastinating? Exploring the Roles of AI-Assisted Writing use and Writing Self-efficacy in Writing Procrastination Among Chinese as a Second Language Learners
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DOI：10.1007/s40299-026-01130-0.png)
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Abstract
En 中文
Although the integration of generative artificial intelligence (AI) into second language (L2) writing has drawn increasing attention to its multifaceted influence on the writing process and behaviors, few studies have examined the antecedents of writing procrastination in AI-mediated environments, particularly in non-English learning contexts. To address this gap, this study, grounded in self-efficacy theory, employed an explanatory sequential design to investigate how AI-assisted writing use interacts with writing self-efficacy (linguistic, performance, and self-regulatory efficacy) to influence writing procrastination among learners of Chinese as a second language (CSL). Quantitative findings revealed that AI-assisted writing use positively predicted CSL writing task-initiation procrastination and the three dimensions of writing self-efficacy. Self-regulatory efficacy significantly predicted writing procrastination and mediated the relationship between AI-assisted writing use and CSL writing procrastination, whereas linguistic and performance efficacy did not play similar roles. Qualitative findings further revealed execution-phase inefficiencies, extending beyond initiation-related delay, and deepened the interpretation of these results by suggesting that while AI use fosters confidence and perceived control, it can also induce illusory efficacy, a false sense of mastery that increases delay, and trigger emergent self-regulatory tensions marked by uncertainty, hesitation, and inefficient task progression. This study extends self-efficacy theory to the CSL writing in AI-mediated environments, providing important pedagogical implications for L2 writing.
Keywords:
Generative AI
Writing procrastination
Writing self-efficacy
Chinese as a second language
Second language writing
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