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Generative AI and EFL students’ perceived research writing competence: A mixed-methods parallel mediation analysis

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  • Quoc Hoang

    (Saigon University, Ho Chi Minh City, Vietnam)

  • Minh Nam Anh Nguyen

    (Foreign Trade University – Ho Chi Minh City Brand, Vietnam)

Abstract

This study examines how generative artificial intelligence usage behavior (UG) influences the perceived research writing competence (RWC) of EFL university students in Ho Chi Minh City. Utilizing a sequential explanatory mixed-methods design, the inquiry integrates partial least squares structural equation modeling (PLS-SEM) with a thematic analysis of semi-structured interviews. This paper argues that while GenAI acts as a digital support tool, it also risks cognitive passivity that alters students' self-competence perceptions. The results show that the structural model explains 58.9% of the variance in perceived research writing competence (R2 = 0.589). The frequency of GenAI interaction directly supports learners' writing confidence (β = 0.265, p

Suggested Citation

  • Quoc Hoang & Minh Nam Anh Nguyen, 2026. "Generative AI and EFL students’ perceived research writing competence: A mixed-methods parallel mediation analysis," Technium Social Sciences Journal, Technium Science, vol. 85(1), pages 240-264, July.
    • Handle: RePEc:tec:journl:ojs:13744
    DOI: 10.47577/tssj.v85i1.13744
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