Can a Bot Heal Writing Anxiety? A Study on ChatGPT, Teacher Feedback, and Student Enjoyment

Celiacika Gustisiwi Puteri*, Universitas Negeri Malang 
Bambang Yudi Cahyono, Universitas Negeri Malang 
Sibakhul Milad Malik Hidayatulloh, Universitas Negeri Malang 
Mala Rovikasari, Universitas Negeri Malang

https://doi.org/10.9743/JEO.2026.23.3.12

Abstract

Writing anxiety and enjoyment are key affective factors influencing EFL students’ writing development. This study adopted a mixed-methods approach to examine the emotional impact of ChatGPT-generated feedback and online teacher feedback on Indonesian EFL students’ writing anxiety and enjoyment. Fifty undergraduate students were divided into two groups: 26 received automated feedback from ChatGPT, while 24 received teacher feedback via Padlet. Quantitative data were gathered using preand posttests based on the English Writing Anxiety Scale (EWAS) and the English Writing Enjoyment Scale (EWES), along with closed-ended perception questionnaires. Qualitative data were collected through open-ended questionnaire responses to explore students’ perceived effectiveness and affective experiences with the feedback. Quantitative findings showed that both groups experienced nonsignificant reductions in writing anxiety, while only the teacher feedback group reported a significant increase in writing enjoyment. No significant differences were observed between groups in either variable after the intervention. However, perception data revealed that students from both groups viewed the feedback as effective and emotionally positive. Qualitative responses highlighted that ChatGPT feedback was appreciated for its immediacy and technical support, whereas teacher feedback was valued for its contextual relevance and emotional encouragement. These findings underscore the complementary potential of AI and human feedback in enhancing EFL writing instruction and fostering emotionally supportive and pedagogically rich environments by integrating AI-generated and teacher-provided feedback. The study underscores the importance of blending technological tools with human interaction to address both the cognitive and affective needs of language learners.

Keywords: AI in language learning, ChatGPT feedback, EFL writing, emotional impact, Padlet

*celiacikagsp@gmail.com