Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students

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Abstract

Introduction

This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students’ writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial.

Methods

The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning.

Results

Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI’s innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools.

Discussion

The nuanced findings offer a comprehensive understanding of AI’s transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI’s role in language instruction.

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Author and article information

Contributors

Cuiping Song: URI : https://loop.frontiersin.org/people/2381305/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role:

Yanping Song: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:

Journal

Journal ID (nlm-ta): Front Psychol

Journal ID (iso-abbrev): Front Psychol

Journal ID (publisher-id): Front. Psychol.

Title: Frontiers in Psychology

Publisher: Frontiers Media S.A.

ISSN (Electronic): 1664-1078

Publication date (Electronic): 15 December 2023

Publication date Collection: 2023

Volume: 14

Electronic Location Identifier: 1260843

Affiliations

[1] ¹School of Foreign Studies, North Minzu University , Yinchuan, Ningxia, China

[2] ²School of Public Administration, Central South University , Changsha, Hunan, China

Author notes

Edited by: Valentin Riemer, University of Ulm, Germany

Reviewed by: Bin Zou, Xi'an Jiaotong-Liverpool University, China; Musa Nushi, Shahid Beheshti University, Iran

*Correspondence: Cuiping Song, songcp2023@ 123456163.com

Article

DOI: 10.3389/fpsyg.2023.1260843

PMC ID: 10754989

PubMed ID: 38162975

SO-VID: 2bdcf7f6-fd01-4f13-88fd-a8a098ac89c6

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

History

Date received : 18 July 2023

Date accepted : 28 November 2023

Page count

Figures: 0, Tables: 7, Equations: 0, References: 71, Pages: 14, Words: 12976

Funding

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work is supported by the Ministry of Education’s Industry School Cooperation Collaborative Education Project of 2022: The Application of the VR Scenario Training System in College English Education in the University for Nationalities (No: 220501867122841).

Custom metadata

section-at-acceptance Educational Psychology

ScienceOpen disciplines: Clinical Psychology & Psychiatry

Keywords: ai-assisted language learning,writing skills,writing motivation,efl students,mixed methods study,chatgpt

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