EXPLORING THE USE OF CHATGPT FOR EFL STUDENTS’ MOTIVATION AND LEARNING OUTCOMES

Authors

  • Lola Amerina
  • Zarfina Yenti UIN SULTHAN THAHA SAIFUDDIN JAMBI
  • Monalisa Monalisa UIN SULTHAN THAHA SAIFUDDIN JAMBI

DOI:

https://doi.org/10.22460/eltin.v14i2.p297-316

Keywords:

Artificial Intelligence, ChatGPT, Learning Motivation, Learning Outcomes, English Education Students

Abstract

This study aims to explore students’ experiences in using ChatGPT and how it shapes their learning motivation and perceived learning outcomes in English language education, based on Self-Determination Theory and Bloom's Taxonomy. This study uses a qualitative case study research design with data collected through semi-structured interviews and documentation in the form of archived screenshots of students’ ChatGPT interactions, which were analyzed to identify cognitive learning outcomes. The respondents of this study involved 11 fourth-semester students. The findings indicate that ChatGPT can be used as a tool to support students in learning English through the use of ChatGPT as an academic support tool. Furthermore, the use of ChatGPT has a positive impact on learning motivation through an increase in students' sense of autonomy, competence, and perceived learning support. In terms of learning outcomes, ChatGPT can contribute to the development of students' cognitive, affective, and psychomotor skills. This study provides valuable insights into the potential of AI in English language education by highlighting the use of ChatGPT in supporting increased student motivation and learning outcomes. Nevertheless, pedagogical guidance and AI literacy are essential to prevent students’ overreliance on AI tools.

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Published

2026-09-02

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Vol. 14 No. 2 (2026): VOLUME 14, ISSUE 2, OCTOBER 2026

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