Profiles of Approaches to Writing and Their Links to Self-Efficacy and LLM Acceptance in L2 Academic Writing

Abstract

Approaches to writing play an important role in both the writing processes and outcomes. However, little is known about whether L2 writers adopt different combinations of approaches in academic writing contexts and what factors predict such combinations. Hence, this study aimed to identify different profiles of approaches to writing in an L2 academic context and examine how they are predicted by writing self-efficacy and large language model (LLM) acceptance. To this end, a total of 578 Chinese graduate students were recruited to participate in the study. Latent profile analysis revealed three distinct writing profiles: unorganized (Profile 1), dissonant (Profile 2), and deep and organized (Profile 3), with the majority of students categorized under the dissonant profile. Additionally, multinomial logistic regression analysis revealed that writing self-efficacy positively predicted profile membership, with the strongest effect observed for Profile 3, followed by Profile 2 and then Profile 1. LLM acceptance also positively predicted profile membership, with the strongest effect for Profile 2, followed by Profile 3 and then Profile 1.