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All Journal International Journal of Evaluation and Research in Education (IJERE) LLT Journal: A Journal on Language and Language Teaching
Otani, Masashi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL UNIVERSITY STUDENTS’ MOTIVATION, COGNITIVE LOAD, AND SATISFACTION WITH USING GENAI FOR ENGLISH LEARNING Lee, Yong Jik; Otani, Masashi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.11518

Abstract

This study examined how the integration of GenAI affects students’ writing learning experiences, examining factors related to motivation, cognitive load, and satisfaction. Data collection involved an end-of-semester survey assessing these three dimensions in the context of AI-integrated writing pedagogy. The results indicate that EFL students generally hold positive perceptions of GenAI’s value and utility for writing development, expressing interest in learning more about AI-assisted writing tools and recognizing their practical importance for academic writing tasks. Students’ motivation was high regarding the relevance and engaging nature of GenAI in writing contexts. The analysis of cognitive load showed moderate levels of mental effort when integrating GenAI into writing processes. The satisfaction data underscore the writing course’s success in fostering enthusiasm, engagement, and practical application of AI writing knowledge, with participants rating the AI-integrated writing course favorably. However, areas such as knowledge retention of AI writing strategies and clarity of understanding AI’s role in writing suggest opportunities for improvement. These findings highlight the potential of GenAI integration in EFL writing instruction, while also identifying specific areas for enhancing writing-focused learner outcomes.
University students’ perspectives on integrating generative AI into English language learning Lee, Yong-Jik; Otani, Masashi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35223

Abstract

This study examines university students’ perspectives on integrating artificial intelligence (AI) into their English language learning, with a focus on cognitive and affective factors. Using a mixed method, the research collected quantitative data from surveys and qualitative insights from individual interviews with English language learners (ELLs). Survey results showed that ELLs recognized the technical capabilities of generative AI, particularly its extensive and dynamic database and practical translation functions. ChatGPT demonstrated clear benefits in terms of its emotional impact, including enhancing task efficiency and motivating learners. ELLs appreciated its ability to save time and foster engagement, but its influence on building confidence in language learning was less pronounced. In the cognitive domain, ELLs highlighted both opportunities and risks. While recognizing the potential for improved efficiency, concerns emerged about overreliance on generative AI, reduced independent thinking, and the possibility of facilitating academic dishonesty. Future research should focus on developing guidelines and best practices to maximize the benefits of generative AI tools while addressing their limitations.
Co-Authors Lee, Yong Jik Lee, Yong-Jik