Volume 30 Number 1, 2026 Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing

Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing

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July 31, 2026, 9:26 a.m.
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July 31, 2026, 5:40 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/4ba52cd3-e3cc-43e6-93ad-ab041b97dd0c/download', '30_01_10125-73706.pdf']]
bitstream_txt:
[]
collection:
Volume 30 Number 1, 2026
contributor.author:
Huang, Guan Chen, Huijing
date.accessioned:
2026-07-31T09:23:56Z
date.available:
2026-07-31T09:23:56Z
date.copyright:
2026
date.issued:
2026-08-03
description.abstract:
This study examined ChatGPT-4.0 as a feedback tool in Chinese as a Second Language writing instruction, focusing on writing performance and writing self-efficacy. An eight-week quasi-experimental intervention was conducted with 53 intermediate-to-advanced CSL undergraduates in East China. The experimental group received ChatGPT-assisted feedback during writing, while the control group relied on traditional teacher support. A mixed-methods design was adopted, combining pre- and post-test writing assessments, questionnaire measures of self-efficacy, and follow-up interviews. Findings indicated that students using ChatGPT showed significantly higher post-test writing scores and greater gains in writing self-efficacy, particularly in ideation, conventions, and self-regulation. Regression analyses further suggested that ChatGPT use and post-test self-efficacy were both associated with improved writing outcomes. Interview data revealed that learners valued the immediacy, availability, and low-pressure nature of AI feedback, which appeared to support correction, idea development, self-monitoring, and confidence building, while also raising concerns about overreliance and formulaic expression. Overall, the results suggest that ChatGPT may serve as a useful feedback resource in CSL writing when implemented with structured guidance, teacher mediation, and attention to learner uptake of AI-generated feedback.
endingpage:
23
format.extent:
23
identifier.citation:
Huang, G., & Chen, H. (2026). Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing. Language Learning & Technology, 30(1), 1–23. https://doi.org/10.64152/10125/73706
identifier.doi:
https://doi.org/10.64152/10125/73706
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73706
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73706/
startingpage:
1
subject:
ChatGPT-4.0-assisted writing, CSL writing, writing performance, writing self-efficacy, writing instruction
title:
Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
type:
Article Text
volume:
30