ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments

Abstract

The advancement of information technologies has led to increased attention to AI chatbots as valuable tools for computer-assisted language learning (CALL), drawing the attention of both academic scholars and industry practitioners. However, there remains limited understanding regarding the adoption of AI chatbots, specifically within the context of the English language. To address this existing research gap and examine the perception and motivation of usage of ChatGPT, this research employed the hedonic motivation system adoption model (HMSAM) to examine the adoption of ChatGPT. Employing structural equation modelling (SEM), a comprehensive investigation was conducted using data sourced from 189 valid responses obtained through an online survey administered to Chinese international students who are currently enrolled in British universities. The findings reveal that the research model effectively elucidates the elements influencing the adoption of ChatGPT in English learning. Notably, boredom, joy, focused immersion, and control emerged as significant mediating factors pertaining to the link between perceived ease of use and behavioural intention. These findings offer meaningful perspectives for upcoming researchers and practitioners in English language teaching and learning, contributing to promoting innovation in this domain.

ChatGPT's Motivational Effects on Japanese University EFL Learners: A Qualitative Analysis

“…In the field of L2 learning, although the preliminary focus was on descriptions of its motivational possibilities (Ali et al, 2023;Kohnke et al, 2023), empirical studies on its motivational impacts have been increasing. For instance, Qu and Wu (2024) found that Chinese EFL learners' engagement was heightened when ChatGPT was perceived as easy to control and enhanced their enjoyment. Ho and Nguyen (2024) stated that tertiary level Vietnamese EFL students evaluated ChatGPT as a tool that made learning enjoyable.…”

“…Hmoud et al (2024) supported this, arguing that students had a stronger sense of value in the learning processes after gaining effective support from ChatGPT to augment their task completion weaknesses. Additionally, ChatGPT's usefulness enhances learners' sense of control over the learning process and increases their joy (Qu & Wu, 2024), and self-confidence (Hmoud et al, 2024). In summary, obtaining individualized and effective support from ChatGPT enhances learners' sense of control over their learning, leading to increased motivation.…”

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

“…It could generate an outline of content on suggested topics, assisting students in the stages of idea formation, outline construction, and writing (Barrett & Pack, 2023;Pham & Nguyen, 2024). Furthermore, researchers claim that employing ChatGPT as a computer-assisted language learning (CALL) may help enhance intrinsic motivation in English learning classrooms (Qu & Wu, 2024). Qu and Wu (2024) propose that ChatGPTassisted learning support be used to improve learning results in both offline and online language programs.…”

“…Furthermore, researchers claim that employing ChatGPT as a computer-assisted language learning (CALL) may help enhance intrinsic motivation in English learning classrooms (Qu & Wu, 2024). Qu and Wu (2024) propose that ChatGPTassisted learning support be used to improve learning results in both offline and online language programs. The same is true of sessions conducted both online and offline.…”

“…Including interesting elements and creative learning strategies that advance the learning process as a whole can help to accomplish this aim. Additional research is required to fully understand the potential benefits and drawbacks of using ChatGPT for English as a Second Language (ESL) students (Qu & Wu, 2024).…”