Learner Motivation

Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation

Javad Zare, Ahmad Al-Issa, Fatemeh Ranjbaran Madiseh

ReCALL

ChatGPT-supported essay activities increased immediate task motivation in a small study of university English learners. The comparison with peer-supported writing was significant just after instruction, but not at the one-month follow-up. The study measured motivation rather than improvement in writing competence. Its results suggest a possible short-term engagement benefit while showing why a lasting within-group increase should not be described as a lasting advantage over another teaching approach.