The Motivational Impact of GenAI Tools in Language Learning: a Quasi‐Experiment Study

Abstract

ABSTRACT The evolution of generative artificial intelligence (GenAI) technologies may have markedly influenced language learning. Through offering personalised support, GenAI‐driven chatbots have potentially transformed how learners engage with and sustain their motivation in learning languages. Drawing on self‐determination theory (SDT), this study explores the impact of using GenAI tools on the autonomous motivation of a group of Chinese university students learning English by examining how GenAI tool integration influences their basic psychological needs (BPN) of autonomy, competence and relatedness, and the development of their language motivation over a four‐month academic term. A quasi‐experimental design was employed for two groups ( N = 355), with the experimental group incorporated GenAI tools into their learning routine, while the control group followed traditional classroom instruction. The structural model indicated a notable enhancement in the influence of Time 2 autonomy on Time 2 autonomous motivation, observed exclusively within the experimental group. The repeated measures ANOVA indicated that integrating GenAI tools significantly enhanced students’ autonomous motivation compared to traditional methods. The findings suggest that strategic implementation of GenAI tools can effectively boost motivation in language learning, offering valuable insights for the consideration of their use in the educational system.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 30 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.