Conversational AI Teaching Assistant for Second Language Writing

Abstract

This chapter explores how a conversational AI teaching assistant can influence second language (L2) writing by giving advice on creating ideas, organizing thoughts, improving grammar, and expanding vocabulary. Using a qualitative approach rooted in Grounded Theory and supported by sentiment analysis, it looked at answers to six open- ended questions. These questions aimed at exploring students’ experiences, including how their writing enhanced, the difficulties they met, and suggestions they would provide. Open, axial, and selective coding revealed that most students found that the AI was useful for reducing writing anxiety, building confidence, and providing immediate constructive feedback. Yet, some concerns were also surfaced. Overwhelming feedback and the potential loss of personal writing style were the major concerns. Consequently, effectiveness of conversational AI in L2 writing hinges on its ability to balance structured guidance with learner autonomy through adaptive, context- sensitive support. Several recommendations were provided based on study findings. © 2026, IGI Global Scientific Publishing.