Investigating the influence of AI-driven tools in ESL students’ experience of AI-induced impostor syndrome and academic confidence

This study investigates the relationship between AIdriven writing tools and Impostor Syndrome (IS) among tertiary ESL students, focusing on how AI use influences self-perception and academic confidence. Employing a mixed-methods approach, the study involved 200 students from a Philippine state university, collecting quantitative data through a modified AI-induced Impostor Syndrome Test and qualitative data via semi-structured interviews. Findings reveal that show that 24% of students displayed minimal impostor traits, perceiving AI tools as enhancers of their skills. However, 49% fell within the moderate range, occasionally struggling with self-doubt and attributing their academic success to AI assistance. Notably, 24.5% reported frequent impostor experiences, suggesting a growing reliance on AI tools that may undermine self-efficacy. A critical 2.5% experienced intense impostor feelings, indicating a severe dependence on AI that negatively affected their academic identity. Qualitative data further highlighted concerns about authenticity, over-reliance on AI, and ethical dilemmas in academic writing. The study stresses the importance of balanced pedagogical strategies, digital literacy, and psychological resilience to mitigate AI-induced Impostor Syndrome. It also highlights the role of time management, structured review, and adaptability as key coping mechanisms. These findings support the development of interventions that promote confidence, academic integrity, and responsible AI integration in ESL education.