Exploring Saudi EFL Learners’ Motivation and Perceptions of ChatGPT and Instructor Feedback in Paragraph Writing

Abstract

Developing writing skills is a central goal for English as a Foreign Language learners, yet large class sizes frequently limit instructors’ ability to provide timely and individualized Written Corrective Feedback. This study investigated how receiving corrective feedback from ChatGPT, compared with instructor feedback, influences Saudi English learners’ writing motivation and their experiences and perceptions in paragraph writing. The significance of the study lies in clarifying how AI-mediated feedback may support learners’ autonomy, competence, and relatedness, as conceptualized by Self-Determination Theory. An explanatory sequential mixed-methods design was adopted. Survey data from 52 preparatory-year students were analyzed descriptively, and interview data from 13 participants were examined through content analysis to identify themes related to motivation and feedback experiences. Findings revealed that learners valued ChatGPT’s immediacy and personalized explanations, and reported improvements in sentence structure, vocabulary use, and organization. Concerns about accuracy and occasional irrelevance persisted, and participants emphasized the continued importance of instructor guidance. The study concludes with the recommendation that ChatGPT be integrated as a complementary feedback tool to enhance writing development while maintaining teacher oversight to ensure accuracy and pedagogical appropriateness

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