Date of Award

5-2026

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

Students and educators alike are impacted by the release of ChatGPT, particularly in the humanities fields. This study aims to explore the impact human-centred AI use during the writing process has on student self-efficacy for independent writing, focusing on writing aesthetic texts while receiving writing support from ChatGPT. Writing programs should help students develop writing skills and self-efficacy, enabling them to complete writing tasks independently rather than becoming dependent on AI tools. Self-efficacy was explored through four categories: overall self-efficacy, ideation, conventions, and self-regulation. Results indicate that AI tools have a neutral effect on students’ overall self-efficacy for independent writing, use of conventions, and self-regulation, but a positive impact on students’ self-efficacy for ideation, setting goals, and controlling frustration in the writing process. Personalized feedback from the AI tools on student writing helped students develop their story concept and execute their ideas effectively.

Comments

Action Research Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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