Résumé:
Writing in a second language is a difficult and complex skill for language learners, requiring considerable
effort and practice to achieve proficiency. This dissertation investigates, particularly in the context of
writing classes, the effects of Chat GPT use on the writing motivation of second-year English majors at
Echahid Cheikh Larbi Tebessi University. The study aims to determine how learners' motivation during
their writing performance is influenced by Chat GPT, given the critical role that motivation plays in
student engagement and success. It is speculated that while using Chat GPT improves writing abilities
and reduces anxiety, a negative effect on students' creativity and sense of autonomy may also be observed.
A mixed-methods approach is used to explore this hypothesis, with questionnaires distributed to 60
second-year English majors and semi-structured interviews conducted with three writing professors. The
gathered information is examined to ascertain Chat GPT's overall effect on students' writing motivation
and performance, as well as the varying perspectives that teachers and students have about its usefulness
and integration in writing classes.
The study found that while students perceive Chat GPT as a helpful tool for enhancing their writing and
reducing anxiety, teachers believe it undermines students' autonomy and creativity, leading to poorer
writing performance. Thus, Chat GPT has both positive and negative impacts on students' motivation in
writing classes.
