Facilitating student engagement through ChatGPT

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. © 2025 Elsevier B.V., All rights reserved.