Facilitating student engagement through ChatGPT

E. Meşe, Ö. Kuru and D. Atay

The Journal of Educational Research, 2025, vol. 118, issue 6, 632-642

Abstract: The release of ChatGPT has noticeably influenced English language instruction. While studies focus mainly on its effects on instructional practices and learning, the research into ChatGPT’s potential to impact learner engagement is at a nascent stage. To address this gap, the current qualitative study reports how utilizing ChatGPT in an online L2 writing course shaped students’ cognitive, behavioral and emotional engagement and disengagement in an online writing course with tenth graders. We collected data through journals and semi-structured interviews. Our content analysis revealed students’ persistent efforts to reach information, seek feedback and error correction underlied their behavioral engagement. Critical thinking, noticing gaps in their knowledge, and contemplating on the ways to exploit ChatGPT features marked their cognitive engagement. Finally, students were engaged with the tool with a curious and fun attitude on an emotional level. Our data yielded fewer disengagement patterns (e.g., overreliance and distrust). The study produced pedagogical implications.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2025.2510394 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:118:y:2025:i:6:p:632-642

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2025.2510394

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().