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

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

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Abstract

This paper presents the findings of the relationship between frequency of ChatGPT usage and motivation to develop academic writing. This cross-sectional correlational study involves 236 ESL learners in a private university in Perak, Malaysia as participants. Based on the responses collected through an online questionnaire, the findings indicate a strong and positive correlation between the participants’ ChatGPT usage and their academic writing motivation. Using ChatGPT for developing writing skills is perceived to ease writing, increase confidence, and enhance independence with writing tasks. These findings denote the role of ChatGPT as a digital more knowledgeable other (MKO) that scaffolds them within their Zone of Proximal Development (ZPD) in the writing process. Utilising ChatGPT for academic writing satisfies their needs for competency and autonomy, which are the fundamental constructs of the Self-Determination Theory (SDT). The results provide insights that integrating AI tools like ChatGPT into ESL academic writing development enhances their motivation. ESL learners, educators, policymakers, and educational technology developers may consider leveraging such technologies to boost motivation and create personalised learning experiences. In conclusion, ESL learners who use ChatGPT frequently are more motivated to develop their academic writing skills.

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