Investigating L2 Learners’ Task Motivation in Mandarin Chinese Essay Writing: The Role of ChatGPT in AI-Mediated Learning

This project investigates the impact of AI-mediated learning on second language (L2) learners’ task motivation in Mandarin Chinese essay writing. Seventy-two undergraduate students were randomly assigned to either an AI-assisted writing intervention or a peer-collaborative control group. Quantitative analyses demonstrated a significant immediate increase in motivation for the intervention group, with gains sustained at the delayed post-test.Qualitative analysis of eight participants revealed four key themes: enhanced writing confidence, increased enjoyment, over-reliance on AI, and frustration due to misaligned outputs. Interactions with ChatGPT primarily focused on vocabulary and sentence-level refinement rather than broader content development. Findings suggest that AI scaffolding can improve learners’ perceived competence, autonomy, and self-regulatory strategies, though excessive reliance may limit deeper cognitive engagement. Instructional recommendations include draft-first approaches, reflective prompts, and teacher mediation to optimize AI use. Overall, integrating ChatGPT into CFL essay writing can meaningfully enhance multidimensional task motivation.