Exploring the impact of a GenAI-supported writing program on primary students’ writing motivation, engagement, and performance: A mixed methods study

Background The integration of Generative Artificial Intelligence (GenAI) into second language (L2) writing has attracted increasing interest, particularly in higher education. Yet little is known about its pedagogical value in primary education, especially regarding how younger learners’ writing motivation, engagement, and performance may change in GenAI-supported contexts. Aims This study investigates the impact of a GenAI-supported writing program on primary students’ motivation (i.e., growth mindset, ideal L2 writing self, academic buoyancy), engagement (i.e., cognitive, behavioral, emotional, metacognitive), and performance (i.e., opinion and content, organization, language use). Sample Participants were 301 Grade 5 and Grade 6 students from a primary school in Eastern China. Methods A mixed-methods approach was adopted. Eight classes were randomly assigned to either a GenAI-supported writing experimental group or a conventional writing control group. Writing motivation, engagement, and performance were assessed at pre-test (Week 1) and post-test (Week 9). Semi-structured interviews were conducted with selected students in the experimental group (N = 12) to explore their learning experiences. Results Quantitative analyses (MANCOVA and paired sample t-tests) revealed significant group effects on ideal L2 writing self, academic buoyancy, behavioral and emotional engagement, and two performance domains: language use, and opinion and content. Within-group analyses showed varying degrees of improvement across constructs. Qualitative findings highlighted GenAI's multifaceted roles in shaping these outcomes. Conclusions This study extends GenAI-integrated writing research to the primary level, demonstrating its potential to enhance L2 writing by supporting key motivational, engagement, and performance dimensions. Practical implications are offered for integrating GenAI meaningfully into primary-level L2 writing instruction.