Exploring the Relationship Between Online Learning Motivation and ChatGPT Usage among University ESL Students
TL;DR
The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI.
Abstract
Rapid development of Artificial Intelligence (AI), particularly ChatGPT, has transformed online learning motivation and influenced learners' motivation in higher education. With the increasing reliance on AI-assisted tools for academic support, concerns have emerged regarding their influence on learners’ motivation, engagement and learning experiences. Therefore, this study investigated the influence of ChatGPT on learners’ online motivation to learn especially in terms of expectancy, value and social support. This study employed quantitative survey research involving 137 students from various academic fields and levels of study. The research instrument consisted of three sections containing 53 items adapted from Fowler (2018) and Youssef et al. (2024). The findings revealed that learners perceived ChatGPT positively particularly in enhancing critical thinking, academic achievement and student engagement. Furthermore, significant positive relationships were found between ChatGPT and expectancy, value and social support. The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning. This study contributes to the growing body of literature on AI-assisted learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI in higher education.