ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Balancing Cognitive Load and Anxiety: Evidence from ChatGPT-Supported Writing in EFL Learners
Provisionally accepted
- Cyprus International University, Nicosia, Cyprus
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Abstract Background Writing in a second language is demanding. Learners must juggle ideas, organization, and language forms, which often leads to anxiety and weaker performance. While tools like ChatGPT now offer instant feedback, we still know little about how they affect both learners' confidence and their actual writing outcomes in real classrooms. Objectives This study explored whether ChatGPT-assisted feedback could ease writing anxiety and improve performance in English as a Foreign Language (EFL) learners. It also examined how students felt about using ChatGPT throughout the process. Method A quasi-experimental design was carried out with 118 Turkish pre-service teachers (B1 level). Over 12 weeks, one group revised essays with ChatGPT feedback, while a comparison group received teacher feedback only. Anxiety was measured with the Second Language Writing Anxiety Inventory (SLWAI), and writing performance was assessed using an analytic rubric. Weekly reflections provided insights into students' experiences. Results Students who used ChatGPT showed a marked drop in anxiety (d = 0.85) and scored higher on post-test writing tasks (η² = .07). Those who valued ChatGPT feedback most reported the largest reductions in anxiety. Reflections showed a steady shift from early nervousness to growing confidence and motivation. Conclusion ChatGPT feedback helped students feel less anxious, manage the mental load of writing, and perform better. Beyond improving texts, the tool also boosted confidence and motivation showing that AI can support both the cognitive and emotional sides of learning to write.
Keywords: Artificial intelligence in education, Cognitive Load, EF learners, self-efficacy, Writing anxiety
Received: 21 Sep 2025; Accepted: 14 Jan 2026.
Copyright: © 2026 Sahin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Damla Sahin
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