Abstract
Human-generative AI (HGenAI) collaboration is increasingly embedded in university-level writing practices, as learners interact with both human and AI-generated writing support. However, research on how HGenAI collaboration, trust, and reception are associated with perceived English writing capabilities among second-language learners remains limited. To address this gap, this study draws on the complementary lenses of HGenAI collaboration perspective, multidimensional trust, and reception theory to examine how HGenAI collaboration, technological innovativeness, multidimensional trust, and reception of generative AI jointly relate to perceived English writing capabilities. Methodologically, using survey data from 420 undergraduates, this study applied partial least squares structural equation modeling (PLS-SEM), fuzzy-set qualitative comparative analysis (fsQCA), and artificial neural networks (ANN) to examine relationships, configurations, and predictions. Results showed HGenAI collaboration was positively associated with perceived English writing capabilities (
β
= 0.228), although the effect was modest. Technological innovativeness is associated with perceived English writing capabilities indirectly through multidimensional trust (competence- and integrity-based via emotional trust). Reception of generative AI had a positive association with perceived English writing capabilities (
β
= 0.145), and a weak moderating role on the relationship between emotional trust and perceived English writing capabilities. FsQCA revealed equifinal pathways to high perceived English writing capabilities, while ANN highlighted emotional trust as the most important predictor, although linear models showed higher predictive accuracy (MLR,
R
2
= 0.267; ANN,
R
2
= 0.050). These findings indicate that HGenAI collaboration, technological innovativeness, and reception of generative AI are associated with perceived English writing capabilities, with emotional trust as an important explanatory factor.