Exploring the Relationships between Learning Motivation and Chinese Reading Achievement in a ChatGPT-assisted Learning Environment

บทคัดย่อ

This study investigated the effects of a ChatGPT-assisted learning environment on Thai junior high school students’ Chinese reading achievement and learning motivation, and the relationship between motivational factors and reading performance. Sixty-four Grade 8 students enrolled in an HSK Level 3 Chinese course were randomly assigned by class to either a Traditional Teaching Group (TTG) or a ChatGPT-Assisted Group (CAG). During the instructional period, both groups studied identical reading content using different instructional approaches. Data were collected using Chinese reading pre- and post-tests and a learning motivation questionnaire measuring intrinsic motivation, self-determined motivation, self-efficacy motivation, and grade motivation. The results showed that students in the CAG achieved significantly higher Chinese reading scores than those in the TTG. Significant differences were also found in self-determined motivation, self-efficacy motivation, and grade motivation, favoring the ChatGPT-assisted environment, while intrinsic motivation did not differ significantly between groups. Further analysis revealed that self-determined motivation was the only motivational dimension significantly associated with reading achievement. These findings suggest that ChatGPT-assisted learning can enhance Chinese reading performance and support key motivational factors, particularly learner autonomy. The study highlights the importance of integrating AI tools in ways that promote self-determined learning to maximize their educational effectiveness.