From Aid to Avoidance: The Psychological Impact of AI Tools on Grammar Learning Motivation among College Students
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Abstract
This qualitative study explores the psychological impact of AI grammar tools on college students' motivation to learn grammar, as well as the potential for avoidance behaviors resulting from their use. While prior research has emphasized the functional benefits of AI-assisted writing, limited attention has been given to how such tools affect learners’ intrinsic motivation and engagement with grammar. Drawing from in-depth interviews with 25 college students, this study reveals that AI grammar tools—especially those offering real-time feedback and personalized corrections—enhance students’ confidence, reduce anxiety, and support short-term motivation. However, findings also point to a concerning trend of avoidance, as several participants admitted to relying on these tools as substitutes rather than supplements to learning. This behavior reflects a diminished critical engagement with grammar rules and a tendency toward passive learning. The study concludes that although AI grammar tools offer significant support in academic writing, their educational value depends on guided and reflective use. Educators are encouraged to foster student awareness of grammar concepts and integrate AI tools into learning environments in a way that supports, rather than replaces, active grammar acquisition.
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