Penny for Your Thoughts: EFL Learner Perceptions of GenAI Writing Support

Abstract

This study investigates the perceptions of junior high school students in Japan using "Penny," a generative AI writing support chatbot. Utilising the extended Technology Acceptance Model (exTAM) and thematic analysis of qualitative feedback, the research evaluates learner perceptions and writing feedback preferences. Results indicate high levels of perceived ease of use and usefulness, with students valuing the immediacy of feedback and the friendly AI persona. However, a "proficiency mismatch" was identified, where the AI’s linguistic output occasionally exceeded learner comprehension levels. Students had a strong preference for grammar and word choice feedback over global stylistic or organisational advice. These findings suggest that while GenAI is a useful tool for lowering communication anxiety and providing rapid corrective feedback, pedagogical success depends on matching AI output to learner proficiency levels.