Résumé:
Echahid Cheikh Larbi Tebessi University faces the challenge of equipping EFL learners with effective writing skills. Third-year EFL students at this university are at a critical stage where they are expected to deepen their language competencies and cultivate greater autonomy in their learning processes. This study investigates the relationship between Artificial Intelligence (AI) chatbot usage patterns and Self-Directed Writing (SDW) among third-year English as a Foreign Language (EFL) students at Cheikh Laarbi Tbessi University. It aims to explore how students utilize AI chatbots for different purposes in EFL writing, understand how the frequency of interaction with chatbots correlates with students' self-directed learning (SDL) in EFL writing and identify any potential moderating effects of student-related factors (gender, prior AI chatbot experience, satisfaction with writing skills, and frequency of writing practice outside formal settings). A mixed-method approach was employed, involving a questionnaire and interviews with 104 participants. The findings revealed a very weak positive correlation between AI chatbot usage and SDW, suggesting that students who use chatbots more frequently tend to exhibit higher levels of self-directedness in their writing. However, the moderating factors did not significantly influence this relationship. The study also found that students utilize AI chatbots for various purposes, including vocabulary assistance, sentence structure, grammar, brainstorming, outlining, proofreading, and summarizing. While most students reported positive experiences, concerns were raised about accuracy and potential negative impacts on creativity. The study concludes that AI chatbots can be valuable tools for promoting SDL in EFL writing, but their use should be carefully considered and integrated into instruction to maximize benefits and address potential limitations.
