Exploring the Impact of Using Chat GPT on Learners’ Motivation in the Writing Classroom The Case of Second Year Students at Larbi Tébessi University – Tebessa_

Abstract

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.