This study investigated the impact of ChatGPT on task motivation in advanced Chinese as a Foreign Language (CFL) learners, guided by Self-Determination Theory (SDT) and Self-Regulated Learning (SRL). Seventy-two undergraduates were assigned to either an AI-assisted writing intervention or a peer-collaborative control group. Quantitative results showed a large immediate increase in motivation for the intervention group (p < .001, Cohen’s d ≈ 1.03), with sustained gains at delayed post-test (p < .01, Cohen’s d ≈ 0.70). Qualitative analysis of eight participants revealed enhanced writing confidence (100%), increased enjoyment (75%), over-reliance on AI (50%), and frustration with misaligned outputs (50%). Interactions primarily targeted vocabulary and sentence-level refinement rather than broader content. Findings suggest AI scaffolding can improve perceived competence, autonomy, and self-regulatory strategies, although over-reliance may limit deeper engagement. Instructional recommendations include draft-first approaches, reflective prompts, and teacher mediation. Overall, AI integration can meaningfully enhance multidimensional task motivation in Mandarin writing.
Xiaosheng Zhou (Thu,) studied this question.
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