KJCKorea
Journal Central

This study investigates how integrative and instrumental motivation affect the textual features of essays written by Korean EFL learners, addressing the limited research that connects motivational constructs to actual language use in learner-generated writing. We analyzed 600 essays from the ICNALE corpus using Coh-Metrix, a computational text analysis tool. To explore how motivation influences text, we selected 27 indices that encompass surface, lexical, syntactic, and discourse/text levels. We conducted a series of linear regression analyses with motivation scores as predictor variables and Coh-Metrix indices as criterion variables. The results indicated significant differences in linguistic features based on motivational orientation, particularly at the surface, lexical, and discourse levels. Higher integrative motivation correlated with a richer focus on conveying meaning, while higher instrumental motivation was tied to a greater emphasis on message clarity. These findings suggest that learner motivation impacts various aspects of text construction and underscore the importance of studentcentered instructional approaches that consider learners’ motivational profiles in second language writing instruction.

This study explores the role of ChatGPT in enhancing vocabulary learning among high school students in Kazakhstan. Twenty-seven students participated in a two-week intervention that utilized ChatGPT within a mixed-methods framework. Data were collected through vocabulary assessments administered before and after the intervention, learner surveys at both stages, ChatGPT interaction logs, and follow-up interviews. The tests results were analyzed using a paired t-test. The findings revealed that the students engaged with ChatGPT in strategic and diverse ways, such as adjusting prompt difficulty, requesting translations or definitions, and exploring creative tasks. Many also demonstrated autonomies by generating their own prompts beyond the provided set. A statistically significant improvement in vocabulary scores was observed after the intervention. Students reported highly positive perceptions of ChatGPT, citing its constant availability, adaptive feedback, and flexibility in meeting individual learning needs. Although some technical challenges, like unstable internet connections, were noted, these issues were external to the tool itself. Overall, the study suggests that ChatGPT can be as a flexible and responsive resource for supporting vocabulary development and fostering learner autonomy in EFL contexts. This study also discusses limitations and pedagogical implications.