Generative AI Empowering Chinese Writing Instruction: An Empirical Study of ChatGPT’s Impact on L2 Learners’ Engagement

DOI

10.2991/978-2-38476-523-2_24How to use a DOI?

Keywords

Artificial Intelligence (AI); ChatGPT; Chinese L2 writing; learner engagement

Abstract

Generative artificial intelligence represented by ChatGPT is triggering profound changes in Chinese writing instruction. Based on self-determination theory, this study uses questionnaires and open-ended feedback to examine the effect of introducing the generative AI chatbot ChatGPT into teacher-led Chinese L2 writing courses on learners’ engagement. The participants were 83 Chinese L2 learners, divided into an intervention group and a control group. Learners in the intervention group participated in writing workshops combined with ChatGPT feedback. Results show: (1) Learners using ChatGPT showed improvements in behavioral, emotional, and cognitive engagement in writing; (2) ChatGPT feedback significantly enhanced learners’ behavioral and cognitive engagement, while improvements in emotional engagement were limited; (3) There is a certain association between increased engagement and improved writing performance, indicating that generative AI technology has potential to promote learner participation and improve task completion in writing. The study suggests that effective application of generative AI in Chinese writing instruction should be based on learner individual differences and specific writing task requirements, combined with scientific instructional design to achieve more efficient learner engagement and higher writing quality.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Xinying Lyu
PY  - 2025
DA  - 2025/12/29
TI  - Generative AI Empowering Chinese Writing Instruction: An Empirical Study of ChatGPT’s Impact on L2 Learners’ Engagement
BT  - Proceedings of the 5th International Conference on New Media Development and Modernised Education (NMDME 2025)
PB  - Atlantis Press
SP  - 222
EP  - 234
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-523-2_24
DO  - 10.2991/978-2-38476-523-2_24
ID  - Lyu2025
ER  -