Overcoming the Writer’s Block? Exploring Students’ Motivation and Perspectives on Using ChatGPT as a Writing Assistance Tool in ESP

Abstract

Employing a mixed-method design (Pearson correlation, ANOVA analyses, and thematic analysis), the study explores the complex interplay between student motivations, English proficiency levels, and the perceptions of ChatGPT as a writing assistance tool. The results reveal a lack of significant correlation between overall motivation to learn English and ChatGPT usage, suggesting independence between motivational levels and technology adoption. The respondents (N=79) expressed polarized attitudes, with a majority praising ChatGPT’s versatility, speed, and accuracy, while a substantial number voiced concerns about its potential limitations. Finally, the study identifies that the most developed instrumental motivation aligns with increased ChatGPT usage, underscoring its practical appeal by which ChatGPT is perceived as a handy tool that can complement the respondents’ instrumental motivation to achieve their professional goals. The findings contribute to a deeper understanding of user experiences with AI-driven writing tools in language learning contexts.