ChatGPT-supported interactive learning activities: a mixed-methods study of writing performance and motivation

Purpose: This study aimed to examine the impact of ChatGPT-supported interactive learning activities on the writing performance and motivation of international students learning Turkish at the B1 level, using qualitative data to enrich the analysis. Methodology: The research employed an explanatory sequential design within a mixed-methods framework. The study involved 37 international students learning Turkish at the B1 level in Turkey. ChatGPT-supported interactive learning activities were implemented in the classroom for 6 weeks with an experimental group of 17 students. Quantitative data were collected through pre-test and post-test measurements of writing motivation and writing skills, while qualitative data were gathered through semi-structured interviews to understand the perceptions and experiences of students in the experimental group regarding the ChatGPT-supported interactive learning process. Quantitative data were analyzed using mixed ANOVA, and qualitative data were analyzed using thematic analysis in Maxqda. All data were then integrated holistically for interpretation. Results: Quantitative findings indicate that ChatGPT use significantly increases writing achievement and motivation. However, qualitative findings show that this effect is due to rich language input, instant personalized feedback, and structured review processes. Students regard ChatGPT as a strong language-support tool, yet they also highlight risks such as inaccurate outputs and reduced creativity.

Dergi

INTERACTIVE LEARNING ENVIRONMENTS

Yıl

2026

ISSN

1049-4820

eISSN

1744-5191

DOI

10.1080/10494820.2026.2625390

WoS UID

WOS:001702557600001