Social Science and Human Research Bulletin

This study investigates how ChatGPT-supported English learning contributes to university students’ motivation, learning autonomy, and communicative confidence in an English as a Foreign Language (EFL) context. Drawing on technology acceptance, self-determination, learner autonomy, and communicative confidence perspectives, the study examines the relationships among ChatGPT-supported English learning, learner–ChatGPT interaction, perceived usefulness of ChatGPT, intrinsic motivation, extrinsic motivation, learning autonomy, and communicative confidence. A quantitative research design was adopted, and data were collected through a structured questionnaire from 304 university students who had experience using ChatGPT for English learning. The data were analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that ChatGPT-supported English learning, learner–ChatGPT interaction, and perceived usefulness of ChatGPT significantly predicted both intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation, in turn, positively predicted learning autonomy, which subsequently predicted communicative confidence. The indirect effect results further showed that ChatGPT-related factors contributed to communicative confidence through motivation and learning autonomy. These findings suggest that ChatGPT may support EFL learning not only as a technological tool but also as part of a broader motivational and autonomous learning process. The study offers implications for integrating ChatGPT strategically, critically, and responsibly into English language learning.

ChatGPT; English as a Foreign Language; intrinsic motivation; extrinsic motivation; learning autonomy; communicative confidence; PLS-SEM

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