Artificial Intelligence in Learning and Legal Writing: Examining the Relationship Between Perceived Usefulness and Writing Anxiety

Abstract

The use of Artificial Intelligence (AI) tools at the tertiary level has transformed the way learners approach academic writing particularly in the context of discipline-specific settings in English-medium contexts. This study investigates 60 non-law students’ perceptions of using AI tools to support their learning of law subjects and legal writing abilities, and how this relates to writing anxiety. This study also examines the learners’ views about ethical considerations when using AI tools in their studies. Employing a mixed-methods approach, data were collected using a structured questionnaire comprising an adapted version of the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Second Language Writing Anxiety Inventory (SLWAI), including open-ended responses. Quantitative data were analysed using descriptive statistics, correlation and regression analysis, while qualitative data were examined thematically. The findings indicate that students generally have a positive perception about the usefulness of technology, particularly in enhancing their understanding and building the language skills required in legal writing. A negative relationship was also found between perceived usefulness of AI tools and writing anxiety, indicating that higher perceptions of AI usefulness result in lower levels of writing anxiety. Regarding ethical considerations, students reported feeling anxious when utilising AI tools due to fear of over reliance. The findings indicate that the integration and utilisation of AI tools in legal contexts require clear and ethical principles to provide students with the cognitive scaffolding required to support both the cognitive and emotional aspects of students’ learning.