بررسي انگيزه نوشتاري زبان آموزان ايراني زبان انگليسي متوسطه در محيط يادگيري هوش مصنوعي در مقايسه با آموزش سنتي بدون كمك از كمك هوش مصنوعي

This study investigates the impact of an Artificial Intelligence (AI) Learning Environment on writing motivation among Iranian intermediate learners of English as a Foreign Language (EFL). Utilizing a quasi-experimental design, 50 participants from Safir and Anahid Foreign Language Institutes in Isfahan were divided into an experimental group, which received AI-assisted instruction via ChatGPT, and a control group that experienced traditional teaching methods. The Academic Writing Motivation Questionnaire (AWMQ) was administered to eva‎luate motivation levels before and after the instruction, focusing on writing tasks related to cause-and-effect paragraphs. Analysis of the data revealed significant differences in writing motivation, with the experimental group showing a notable increase in motivation scores (from M = 72.50 to M = 83.60, p = .000), leading to the rejection of the null hypothesis. These findings suggest that AI tools have the potential to enhance engagement and motivation in writing among language learners, supporting the systematic integration of AI technologies in language education. However, the study recognizes limitations such as the specific learner population, indicating the need for further research across diverse contexts. Overall, this research underscores the importance of combining AI technologies with effective pedagogical frameworks to optimize their benefits in language learning outcomes.

1404/01/30

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