Impact of ChatGPT on Learning Motivation 41

Impact of ChatGPT on Learning Motivation:

Teachers and Students' Voices

Jamal Kaid Mohammed Ali

University of Bisha, Bisha, Saudi Arabia
jamalalhomaidi@gmail.com
https://orcid.org/0000-0003-3079-5580

Muayad Abdulhalim Shamsan

University of Bisha, Bisha, Saudi Arabia
muayadhalim@yahoo.com
https://orcid.org/0000-0003-0878-966X

Taha Ahmed Hezam1&2

1University
of Bisha, Bisha, Saudi Arabia
2Taiz University, Taiz, Yemen

Dr.tahaahmed@gmail.com
https://orcid.org/0000-0001-5779-0574

Ahmed A. Q. Mohammed
University of Kerala, India
ahmedmajeed1000@gmail.com
https://orcid.org/0000-0002-2480-8544

Abstract
Motivation drives most human activities, including foreign language learning, and it is
affected by several intrinsic and extrinsic factors. This study investigated how ChatGPT
impacts learning English. A quantitative research design was used to collect data from 80
teachers and students who had access to the ChatGPT in its very beginning phase in early
2023. The sample, selected in a non-probability sampling technique, responded to an
online questionnaire. Findings showed that ChatGPT generally motivates learners to
develop reading and writing skills. The respondents had neutral attitudes towards the
effect of ChatGPT on developing listening and speaking skills. The findings suggest that
ChatGPT-based teaching is motivational. ChatGPT should be used as a learning tool
instead of fearing its negative impacts, which require further detailed investigations.
Further research is required to explore more advantages of ChatGPT for other aspects of
the language and illuminate its negative effects to help educators reduce them in English
programs.
Keywords: artificial intelligence (AI), autonomous learning, ChatGPT, motivation

•Received: February 10, 2023

•Accepted: March 06, 2023
•Published: March 08, 2023

DOI:10.56540/jesaf.v2i1.51

To cite this article (APA): Ali, J., Shamsan, M., A., A., Hezam, T. & Mohammed A. A. Q. (2023). Impact
of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in
Arabia Felix,2(1), 41-49. 10.56540/jesaf.v2i1.51
Journal of English Studies in Arabia Felix, 2(1) Ali et al. 42

Introduction
Artificial Intelligence (AI) has grown incredibly, giving new forms and
transformations in many facets of today’s life (Gocen & Aydemir, 2021; Jain & Jain, 2019;
Jillian et al., 2023). ChatGPT is one of its recent innovations that influence English
language teaching and learning. It resulted from a long history of research on AI that
technology-based language education drew on throughout the past decades. Early
technology integration studies focused on learning strategies, motivation, attitudes, and
integration into EFL and ESL programs (Ali, 2022; Al-Kadi, 2018; Ali & Bin-Hady, 2019;
Zhao et al., 2002). The emergence of ChatGPT, which is “a giant autocomplete machine”
(Jillian et al., 2023, p. 1), has given new areas of research on technology integration in
second and foreign language education, including English (Aljanabi et al., 2023).
Despite attempts to adopt AI in language programs as a healer of existing problems,
some voices contend that AI-language bots as "incapable of … generating insights or deep
analysis” (Buriak et al., 2023, p. 1). A team of 44 authors, starting with Jillian Buriak, argued
that "the output of the AI model cannot be taken at face value. They advised that all AI-
based outputs must be critically reviewed to prevent errors, missing key information, or
making unrelated claims. ChatGPT, one of the recent AI inventions, might generate
incorrect information if the available data needs to be completed or updated” (Buriak et al.,
2023, p. 2). Such statements would perhaps allow authors to re-think before going too
much to the extent that some acknowledge ChatGPT as a co-author (Bin-Hady et al.,
2023). Research is needed to resolve relevant controversial issues that co-exist with AI. In
the case of ChatGPT, there is a need to set apart its pros and cons and uncover its effects
on learning English as a second and foreign language.
Before ChatGPT, which has ascended from a long history of research on AI,
technology is used in language learning and teaching situations for many purposes (Al-
Kadi, 2018; Zhao et al., 2002). One of the earliest studies on technology integration in
English programs was Wang and Guthrie (2004), who investigated language school
students' access to authentic means of communication. Students benefit significantly from
computers and other modern devices. The study showed students could be more
engaged, motivated, and involved in language learning with technology. This was
strengthened in Al-Kadi's (2018) book on technological practices, research, and limitations,
which weighed the advantages and disadvantages of technology integration.
Artificial intelligence and ELT
Over the last three years, research on technology in language teaching and learning
in light of AI has increased remarkably. AI in education faces other issues, such as output
bias, human monitoring, and misuse. However, if managed properly, these problems
provide insights and opportunities in education to familiarise students with possible social
preferences, criticalities, and risks of AI applications. They provide solutions to these issues
and ethically employ such models in teaching (Kasneci et al., 2023).
Göçen and Aydemir (2020) looked into possibilities that AI could open up in
education and the future of schools. The study used the qualitative research method of
phenomenology, which looked at the views of participants from different sectors. They
found that when AI is used in education, new advantages will be available for schools and
teachers, drawbacks, and good points. The results give some suggestions for how to use AI
and how to deal with possible problems. Even though most participants seem to like AI,
some are concerned about the future of education, especially teachers and academics.
Emergence of ChatGPT
On November 30, 2022, Open AI launched ChatGPT, a general-purpose
conversation chatbot expected to impact all aspects of our society significantly. However,
possible educational implications of this natural language processing technique are
 Impact of ChatGPT on Learning Motivation 43

uncertain. Zhai (2022) argued that the potential of ChatGPT may significantly influence
educational learning objectives, assessment evaluation processes, learning activities, and
evaluation processes. Before the booming emergence of ChatGPT, Jain and Jain (2019)
examined AI in higher education teaching and learning, showing how AI makes higher
education services accessible outside the classroom at an unprecedented pace. The study
discussed how AI may become a significant part of universities and its immediate and long-
term effects on numerous higher education sectors.
Likewise, Aydin and Karaarslan (2022) examined the feasibility of summarizing
literature review papers using AI. According to the authors, AI can change academic
publishing by reducing the work that humans must do and freeing up academics to
concentrate on their research. Additionally, they utilized ChatGPT to write an academic
paper and employed plagiarism detection tools to ensure that ChatGPT's material was
unique. In the same year, Zhai (2022) conducted a study using ChatGPT and the results
indicated that ChatGPT benefit researchers in writing logical, accurate, systematic, and
informative papers. The study proposed revising learning objectives, including allowing
students to utilize AI tools to carry out subject-domain activities and highlighting creativity
and critical thinking rather than general skill development. With ChatGPT, students may
outsource assessment assignments. The study suggested that new evaluation forms are
required to focus on creativity and critical thinking, which AI cannot replace. In a relevant
study, Bin-Hady et al. (2023) approached ChatGPT in English learning from a global
standpoint. Findings showed that it is highly anticipated that ChatGPT will be an addition
to the field in terms of enhancing learners' language skills, scaffolding the learning process
and providing timely feedback on the learning outcomes and language use. The study
suggested a model based on AI of five dimensions to assisted language learning (AIALL).
Relevant studies on ChatGPT-based motivation were reviewed to slot the present
investigation within the network of previous findings. Dörnyei (2020) suggested that the
idea of motivation is directly connected to the notion of engagement, and it is essential to
ensure motivation to establish student involvement. He suggests that any instructional
design's goal, whether for conventional or online learning, should be to maintain students'
interest in the subject matter.
With these studies, it is important to go from general to specific, from global to local.
Drawing on Jillian et al. (2023) who illuminated the strengths and weaknesses of ChatGPT,
this study explores its impact on students' motivation from the teachers' and students'
perceptions and examines significant differences, if any, between their perceptions.
Research questions
The questions to be examined in this paper are twofold:
1. What is the impact of ChatGPT on English students' motivation from teachers' and
students' perceptions?
2. Are there any significant differences between students' and teachers' perceptions
on using ChatGPT in language learning?

Method
An obvious starting point is exploring the impacts of ChatGPT on learners of
English and then exploring if differences exist between the perceptions of learners and
teachers. This situates the study in the quantitative research paradigm that, in Creswell's
(2013) words, "represents a legitimate mode of social and human science exploration" (p.
6). Although motivation lies somewhere on a continuum between quantitative and
qualitative research, using quantitative measures enables statistical analysis to find out
about general perceptions and a diversity of opinions about the effects of ChatGPT on
learners' motivation for learning English.
Journal of English Studies in Arabia Felix, 2(1) Ali et al. 44

Participants
The participants of this study were all students and instructors of the English
language, whose total number was 80. The instructor participants are those who are
currently teaching or have taught before. Fourteen of the participants, representing 17.5%,
have high teaching experience (more than five years); twenty-eight, representing 35%,
have low teaching experience (less than five years); and the others, thirty-eight (47.5%),
are all students with no teaching experience. The sample also included male and female
participants corresponding to 75% and 25%, respectively. The questionnaire was sent to
participants who already had a clear idea of the recently launched natural language
processing (NLP) chatbot, Chat Generative Pre-Trained Transformer (ChatGPT).
Instrument
The instrument adopted to collect data from the participants in the study was a
five-point Likert scale questionnaire. It was developed based on previous studies (e.g.,
Williams & Deci, 1996; Ryan & Deci, 2017; Ryan & Deci, 2019; Ali & Bin-Hady, 2019; Ali,
2022). It was divided into two sections: the first section is based on a five-point Likert scale
ranging from "strongly agree" to "strongly disagree". The questionnaire included six
statements about the participants' views on whether ChatGPT motivates students to learn
micro language skills (vocabulary and grammar) and macro language skills (listening,
speaking, reading and writing). The other section consisted of six statements that also
sought to determine whether ChatGPT increases students' interest in learning English,
independent learning, self-confidence, ambition to get a job, interaction with other people,
and fun and enjoyment while learning English. The questionnaire was sent to expert
referees in applied linguistics to be reviewed and based on their comments and
suggestions, and the questionnaire was modified.
Data Collection & Analysis
The study was conducted about two months after ChatGPT was launched in early
2023. Because the participants were not available in the same geographic area, i.e., they
were geographically dispersed, they were asked to respond to an online questionnaire via
email and WhatsApp. Data were analysed quantitatively. The SPSS (version 23) was used to
operate descriptive and inferential statistical tests, including the validity and reliability of
the questionnaire and the collected data.
Results and Discussion
Guided by the objectives of the study, the findings are arranged in two sequential
parts. The first is about the impacts of ChatGPT on learners’ motivation and the other is
about statistical differences in the participants’ responses. Both parts are based primarily on
statistics. The former, using descriptive data, outlined mean scores and standard deviations
and the latter used ANOVA for comparative analysis. As per determination theory pertains
to the motivation behind people's choices in the absence of external influences and
distractions. This paper inspects the attitudes of the practitioners and ELT experts towards
the effect of using ChatGPT by English language learners on the way they learn English. In
general, the results showed positive expectations at the motivational aspect to learn more
and create greater interest, as shown in Figure 1.
The questionnaire included four questions about the effect of using GPT from the
ELT practitioners' perspective on motivation to learn and develop the language skills of EFL
students. Table 1 displays the mean and standard deviations of the participants’ attitudes
concerning ChatGPT-based activities to improve their language skills. Most of the
participants thought that using ChatGPT could motivate EFL learners to develop their
reading and writing skills with a (Mean 4.02, SD 1.28 and mean 3.92, SD 1.016)
respectively. On the other hand, most participants showed a neutral attitude towards the
effect of ChatGPT on developing listening and speaking skills with a mean and standard
deviation of (M. 3.32, SD 1.28 and M. 3.25, SD 1.28) respectively.
 Impact of ChatGPT on Learning Motivation 45

[ speaking skills
[listening skills]
[writing skills]
interaction with other people
vocabulary
[independence
[interest
[reading skills]
eagerness to get a job
English grammar
fun and enjoyment
self-confidence
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Figure 1. The mean of individual items of the questionnaire

Concerning the micro skills, the participants thought that grammar and vocabulary
could be expanded and enhanced when the EFL learners use ChatGPT. Table 1 shows a
Mean of 3.9 and SD. 0.9648 in favour of motivation to learn grammar and a Mean of 4.45
and SD 6731 to learn vocabulary. In addition, this paper sought to inspect the attitudes of
the ELT experts towards the expected effect of using ChatGPT on motivating learners
autonomously, intrinsically and extrinsically. Clearly, the analysis of the attitude
questionnaire showed that most of the educators and ELT practitioners agreed on the
positive effect of ChatGPT on motivating learners.

Table 1. Mean and standard deviation of the main language skills and micro skills
N Mean Std. Deviation
Main language skills Listening 80 3.32 1.2806
Speaking 80 3.25 1.2877
Reading 80 4.02 1.0905
Writing 80 3.92 1.01601
Micro- language skills Grammar 80 3.92 0.9648
Vocabulary 80 4.45 0.6731

Table 2 displays the means and the standard deviations of the views of participants
towards the triggering of the various types of motivation, namely: to manage their
learning independently (M4.025, SD 0.8263), gain self-confidence (M3.97, SD 0.8263), get
fun and enjoyment (M 4, SD 0.9546), create interest (M 3.55, SD 0.9328), interactive with
speakers of the language (M 3.8, SD 0.9328) and eagerness to get a job in future (M 4, SD
0.8714).
Table 2. Mean and standard deviation of the different types of motivation
Motivation types Items of the questionnaire N Mean Std. Deviation
Autonomy Independent 80 4.025 0.826385
Self-confidence 80 3.975 0.826385
Intrinsic Fun and enjoyment 80 4 0.954669
Interest in learning English 80 3.55 1.123962
Extrinsic Interaction with other people 80 3.875 0.932874
Eagerness to get a job 80 4 0.871489
Total 80
Journal of English Studies in Arabia Felix, 2(1) Ali et al. 46

Finally, ANOVA was used to answer the question about significant differences
among the different types of experiences in their attitudes towards the effect of ChatGPT
on increasing motivation to learn and enhance EFLs' language skills and other different
types of motivation. Table 3 shows that there are significant differences among the three
levels of teaching experience (high experience, low experience and students) regarding
their attitudes toward the effect of ChatGPT on motivating learners to develop their
listening and creating interest in learning English.
Table 3. (ANOVA) The difference in the attitudes of the different types of experiences
Sum of Mean
Squares df Square F Sig.
Between Groups 13.76805 2 6.884023 4.57817 *0.0132231
Listening Within Groups 115.782 77 1.503662
Total 129.55 79
Between Groups 9.32594 2 4.66297 8.04608 *0.00067103
interest in learning
Within Groups 44.62406 77 0.579533
Total 53.95 79

As shown in Table 4, the Post hoc multiple comparisons test "Tukey" was used to
assign where the differences in the attitude among the three levels of experience lay. It
revealed that the attitude of high experience significantly differed from low experience but
no difference between high and students. The high experience participants believed that
listening skills might be developed by using ChatGPT while both low and students were
unaware of the presumed effect. On the other hand, though all participants agreed on the
positive effect of ChatGPT on creating interest within learners, there were significant
differences between high and low experience from one side and high and students from
another.

Table 4. Multiple comparisons of Tukey HSD post hoc test for the three levels of experience
Depen 95% Confidence
Mean
dent (I) teaching (J) teaching Interval
Difference Std. Error Sig.
Variab experience experience Upper Lower
(I-J)
le Bound Bound
low
High 1.21429(*) 0.40138 0.009 0.255 2.1735
experience
experience
Students 0.82707 0.38337 0.085 -0.0891 1.7433
Listening skills

high
-1.21429(*) 0.40138 0.009 -2.1735 -0.255
experienced experience
Students -0.38722 0.30541 0.418 -1.1171 0.3427
high
-0.82707 0.38337 0.085 -1.7433 0.0891
experience
Students
low
0.38722 0.30541 0.418 -0.3427 1.1171
experience
experience
high .92857(*) 0.24918 0.001 0.3331 1.5241
d
experience
Students .87218(*) 0.238 0.001 0.3034 1.441
high
-.92857(*) 0.24918 0.001 -1.5241 -0.3331
interest

experienced experience
Students -0.05639 0.1896 0.952 -0.5095 0.3967
high
-.87218(*) 0.238 0.001 -1.441 -0.3034
experience
Students
low
0.05639 0.1896 0.952 -0.3967 0.5095
experience
*The mean difference is significant at the .05 level.
 Impact of ChatGPT on Learning Motivation 47

With these positive attitudinal findings on ChatGPT, it is worthwhile to note that

such a chatbot cannot be held accountable for the ethical breach. It should not hinder
learners' creativity and critical thinking (Jillian et al., 2023). Drawing on Jillian et al.'s (2023)
strengths and weaknesses of ChatGPT, the output of ChatGPT should always be filtered
and revised. It should not be taken for granted because it is not complete and final and
may contain incorrect output that always requires human intervention.
Apart from ChatGPT, motivation is generally affected by the surroundings.
According to Yunus et al. (2011), when students are subjected to positive influences from
their families, schools, and communities, they are more inclined to adopt an optimistic
attitude and be highly motivated to acquire a second language. The teachers have the
obligation, as one of the factors, to guarantee that their learners have a positive attitude
towards the target language and are motivated to learn it. The study discussed that
ChatGPT enabled motivation for learning English. It assessed the extent the new language
bot (ChatGPT) impacted learners' motivation to learn English from the point stand of
teachers and students.
The findings do not counter the expectations that ChatGPT's impacts students'
learning. The participants collectively showed positive views that this bot impacts students'
language macro and micro skills. It motivates students to read and write more than other
skills. It increases their intrinsic, extrinsic and autonomous motivation. This indicates that
English students positively perceive ChatGPT as a motivational tool for learning English.

Conclusion
Although the paper offers little in the way of a long research journey on ChatGPT
regarding its impacts on learning English in general, the findings are essential for the
growth of research on these newly introduced technological advances in L2 pedagogy.
Based on the findings, ChatGPT is recommended to be integrated into English language
programs to promote learners; motivation to learn autonomously and under teachers’
supervision. Teachers are suggested to show students how to benefit positively from
ChatGPT instead of fearing its negative impacts. A limitation that should be stated is the
lack of supportive qualitative data that would have enriched the investigation. More about
ChatGPT and how it shapes new learning styles and strategies need to be explored
quantitatively and qualitatively that other research projects may take as a point of
departure in their further research.

Disclosure Statement:
We (the authors of this paper) hereby declare that research ethics and citing principles
have been considered in all the stages of this paper. We take full responsibility for the
content of the paper in case of a dispute.

Conflict of interest: None.

Funding: None.
Journal of English Studies in Arabia Felix, 2(1) Ali et al. 48

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Authors:
Jamal Kaid Mohammed Ali is an associate professor of Applied Linguistics at the University
of Bisha, Saudi Arabia. He received a PhD in Applied Linguistics in 2012 from Aligarh
Muslim University, India. His research interests include Texting, Psycholinguistics,
Sociolinguistics, online learning, and informal digital learning.

Muayad Abdulhalim Ahmad Shamsan is a PhD holder in Applied Linguistics. He teaches

courses in linguistics and translation at the University of Bisha, Saudi Arabia. His research
interests include contrastive linguistics and translation studies.

Taha Ahmed Hasan Hezam has been an English Assistant Professor for over ten years. He
worked in many universities in Yemen and taught many language and language teaching
courses. He headed the Department of English at Taiz University for over five years and
supervised the Teacher-training Unit. He participated in developing the B. A. course plan of
the English Department at Taiz University, Yemen. He also participated in developing the B.
A. and M. A. course plans of the English Department at the University of Bisha, KSA. He is
now a supervisor of the E-learning and Distance Education Unit in the Faculty of Arts,
University of Bisha.

Ahmed A. Q. Mohammed, currently doing PhD research at the Department of Linguistics,

University of Kerala, received his bachelor’s and master’s in Linguistics from Aligarh Muslim
University, India, in 2021. He received a part-time diploma of 2 years in translation from
Aligarh Muslim University, India, in 2021. His research interests include Online Language
Teaching/ Learning, English language teaching, Computer Assisted Language Learning,
and translation. He has published several research papers in the field of Linguistics and
language teaching.