What question did this study set out to answer?

To investigate how continuous use of instructor-designed Generative Pre-trained Transformers (GPTs) impacts psychological need satisfaction, cognitive noticing, and learning perceptions in university-level foreign language education.

August 16, 2026Trends in Higher EducationOpen Access

Instructor-Designed AI Tutors in University Foreign Language Education: A Mixed-Methods Study of Learner Motivation and Reflective Learning Experience Based on Self-Determination Theory

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To investigate how continuous use of instructor-designed Generative Pre-trained Transformers (GPTs) impacts psychological need satisfaction, cognitive noticing, and learning perceptions in university-level foreign language education.
Conducted a mixed-methods study among N=74 undergraduate students enrolled in a basic Japanese course at a South Korean university.
Evaluated continuous engagement with an instructor-developed AI tutoring system using descriptive statistics and Pearson correlation for quantitative measures.
Examined open-ended survey responses and student reflective writing using systematic qualitative content analysis.
Learners reported high levels of satisfaction across all three self-determination theory needs—autonomy, competence, and relatedness—particularly for affective safety and self-directed review.
Qualitative analysis identified three cognitive noticing patterns: AI-supported clarification of linguistic forms, intentional error testing with AI feedback, and metacognitive learning strategy regulation.
Students perceived the custom GPT system as a structured, interactive learning environment supporting output-oriented practice rather than merely a convenience tool.

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Implication

Mixed-methods study demonstrates high psychological need satisfaction and reflective learning in university language students, indicating pedagogical design governs generative AI effectiveness.

Cite This Study

Lee et al. (2026) studied this question.

synapsesocial.com/papers/6a817a11f2fb91fc834adacd https://doi.org/10.3390/higheredu5030078

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Implication

Mixed-methods study demonstrates high psychological need satisfaction and reflective learning in university language students, indicating pedagogical design governs generative AI effectiveness.

Instructor-Designed AI Tutors in University Foreign Language Education: A Mixed-Methods Study of Learner Motivation and Reflective Learning Experience Based on Self-Determination Theory

Key Points

Discussion

Implication

Cite This Study

Instructor-Designed AI Tutors in University Foreign Language Education: A Mixed-Methods Study of Learner Motivation and Reflective Learning Experience Based on Self-Determination Theory

Key Points

Discussion

Implication

Cite This Study

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