The Impact of Generative AI Tools on English Writing Performance, Self-Efficacy, and Learning Motivation among Iranian EFL University Students

The rapid advancement of generative artificial intelligence (AI) technologies has transformed educational practices across various disciplines, including English language teaching. This study investigated the impact of generative AI tools, particularly ChatGPT, on English writing performance, writing self-efficacy, and learning motivation among Iranian EFL university students. Using a quasi-experimental research design, ۸۰ undergraduate EFL learners were selected from Islamic Azad University and assigned to an experimental group (n = ۴۰) and a control group (n = ۴۰). Over an eight-week instructional period, the experimental group received AI-assisted writing instruction through ChatGPT-based activities, including brainstorming, outlining, drafting, feedback, and revision tasks, while the control group followed conventional teacher-centered writing instruction. Data were collected through a Writing Performance Test, the Writing Self-Efficacy Scale (WSES), and a Learning Motivation Questionnaire. Statistical analyses revealed significant improvements in all three variables among students who received AI-assisted instruction. The findings demonstrated that generative AI tools can enhance learners' writing quality, strengthen confidence in writing abilities, and increase motivation toward English language learning. The study highlights the pedagogical value of integrating AI-powered technologies into EFL writing classrooms and provides practical implications for language teachers and curriculum developers.

کلیدواژه ها:

Generative Artificial Intelligence ، ChatGPT ، Writing Performance ، Writing Self-Efficacy ، Learning Motivation ، Iranian EFL Learners