The Impact of GenAI ‐Integrated Instruction on EFL Learners’ Willingness to Communicate, Motivation, and Well‐Being in Tertiary Education: A Mixed‐Effects Modelling Approach

Abstract

Willingness to communicate (WTC) is recognised as a vital element in English as a Foreign Language (EFL) learning; however, developing students' WTC in tertiary education is usually a constant challenge. Likewise, improving students' well‐being and motivation is equally significant as these constructs support better engagement and successful language achievement among undergraduate students. Despite the quick incorporation of Generative Artificial Intelligence (GenAI) in education, there remains a critical research gap concerning the effect of GenAI‐supported instruction on the intersection of learners' well‐being, motivational states, and communicative behaviours. Based on Self‐determination Theory (SDT), which underscores the significance of meeting students' primary psychological needs, the current research investigates the way GenAI‐based teaching can affect EFL students' well‐being, motivation, and WTC. The participants were 78 Chinese EFL learners who were assigned to either an experimental group (EXPG) that received GenAI‐supported instruction through ChatGPT or a control group (CG) that received conventional instruction. Three assessment points were used to collect data, namely, a pre‐test, an instant post‐test given at the final stage of intervention, and a delayed post‐test done after 10 weeks. Using Mixed‐Effects Modelling (MEM), the data were analysed to investigate variations over time and variations between groups. The strongest effect was observed for WTC ( d  = 1.89), followed by motivation ( d  = 1.34) and well‐being ( d  = 1.16). The results indicated a significant enhancement in well‐being, motivation, and WTC among students within the EXPG in comparison to those within the CG. By offering empirical evidence of its effect on students' emotional, motivational, and communicative experiences in class settings, the present research can contribute to the increasing body of studies on the usage of GenAI in teaching.