Digital Scaffolding in Action: AI-Supported Cover Letter Writing Among Thai EFL Business Students
DOI:
https://doi.org/10.17507/tpls.1609.18Keywords:
AI writing assistance, cover letter writing, scaffolding, technology acceptance model, Thai EFL undergraduatesAbstract
Generative AI is increasingly used in EFL writing classrooms, but there is little research on high-stakes professional genres such as cover letters, particularly in the context of Thai EFL business students. This mixed-methods study assessed the quality of AI-assisted cover letters and students’ acceptance of AI writing support. Fifty-five Thai EFL business undergraduates produced AI-assisted cover letters, completed a Technology Acceptance Model (TAM) questionnaire together with measures of cultural dimensions, and 13 students participated in semi-structured interviews. Overall writing quality was mixed (M = 12.78/18), with the strongest performance in language accuracy (M = 4.69/6) and organization and coherence (M = 4.44/6) than in adhering to genre and format expectations (M = 3.65/6). Students showed strong acceptance of AI support (TAM composite M = 4.10/5). Perceived usefulness was correlated with organization and coherence (Spearman’s rho = .319, p = .018), perceived ease of use was correlated with organization and coherence (Spearman’s rho = .349, p = .009), and the overall TAM score was correlated with organization and coherence (Spearman’s rho = .278, p = .040). Power distance showed moderate-to-strong correlations with acceptance measures (rho = .474–.652, p < .001). Data from the interviews revealed that students were using AI for task planning, language polishing, and proofreading, and they also expressed concerns about voice authenticity, dependence on AI, and output quality. These findings suggest that AI assistance can support professional writing development when instruction emphasizes genre knowledge and verification strategies.
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