Correlation between frequency of ChatGPT usage and academic writing motivation of ESL learners

Wong, Christine (2025) Correlation between frequency of ChatGPT usage and academic writing motivation of ESL learners. Final Year Project, UTAR.

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Abstract

In the evolving landscape of academic communication, digital tools have emerged as pivotal companions, particularly for ESL learners navigating the complex terrain of academic writing. This study explores the perceived effectiveness and specific contributions of digital writing tools, namely ChatGPT and Grammarly, among 106 undergraduate ESL learners at Universiti Tunku Abdul Rahman (UTAR). Employing a mixed-methods design, quantitative data were collected via structured questionnaires, while qualitative insights were drawn from in-depth semi-structured interviews. Findings reveal that students overwhelmingly recognised the tools’ utility in enhancing grammar accuracy, vocabulary sophistication, coherence, and organisational structure. Real-time feedback and instant assistance were identified as key features that bolstered both writing efficiency and learner confidence. However, limitations such as over-reliance, lack of contextual nuance, and concerns over citation accuracy surfaced, underscoring the need for critical engagement and guided usage. The study not only affirms the transformative potential of digital tools in scaffolding academic writing development but also highlights the necessity for localised pedagogical support to ensure that these digital tools empower rather than replace the learner’s voice. In illuminating the intersection of digital tools and ESL academic writing, this research contributes timely insight into the digital shift reshaping language education in Malaysian private higher institutions.

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