ChatGPT-supported interactive learning activities: a mixed-methods study of writing performance and motivation
INTERACTIVE LEARNING ENVIRONMENTS, vol.34, no.6, pp.4450-4473, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 34 Issue: 6
- Publication Date: 2026
- Doi Number: 10.1080/10494820.2026.2625390
- Journal Name: INTERACTIVE LEARNING ENVIRONMENTS
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Aerospace Database, Agricultural & Environmental Science Database, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Technology Collection (ProQuest)
- Page Numbers: pp.4450-4473
- Keywords: ChatGPT, interactive learning, writing, feedback, Turkish as a foreign language, mixed-methods research
- Ataturk University Affiliated: Yes
Abstract
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.