Speakers
Description
This study examines a custom GPT “gratitude coach” used in ESL classes to help students reframe weekly language mistakes in a positive way that promotes self-acceptance and recognizes learners' growth. The study compares AI-guided gratitude reflection, non-AI-guided gratitude reflection, and no-treatment conditions across three survey waves and analyzes students’ written reflections. We also test relationships between gratitude and self-efficacy and course achievement, highlighting practical ways to sustain constructive reflections on language learner production errors.
Abstract section 1: Relevance
Positive psychology in SLA argues that learners’ well-being and positive emotions can support engagement and adaptive functioning (MacIntyre et al., 2019; Seligman, 2011). Gratitude interventions are associated with improved well-being and coping (Emmons & McCullough, 2003; Wood et al., 2010), while self-efficacy is a key predictor of persistence in learning (Bandura, 1997). At the same time, classroom adoption of new technologies depends partly on perceived usefulness and ease of use (Davis, 1989). This study connects these strands by examining AI-supported gratitude practice focused on language errors.
Abstract section 3: Content/method
Data is collected from nine college-level ESL classes: five GPT-guided gratitude classes, two non-AI gratitude classes, and two no-treatment classes. Students complete pre-, mid-, and post- surveys measuring gratitude and self-efficacy; GPT groups also complete repeated TAM-aligned measures. Weekly written reflections are collected and coded for gratitude and efficacy-oriented language about errors. Analyses include group-by-time comparisons and relationships among text features, survey changes, and language achievement.
Abstract section 2: Contribution/research questions
RQ1: How do gratitude and language-learning self-efficacy change over time across (a) GPT-guided gratitude, (b) non-AI gratitude, and (c) no-treatment groups?
RQ2: How do technology perceptions (usefulness, ease, authenticity, fatigue) evolve over time while using our custom GPT?
RQ3: How do features of students’ written reflections relate to self-reported gratitude/self-efficacy and course achievement?
Abstract section 4: Outcomes/results
The results show how gratitude and language-learning self-efficacy trajectories vary across the three conditions. Overall, mean scores indicate consistently high levels of gratitude and self-efficacy, alongside moderate-to-strong perceptions of usefulness, ease, and authenticity. Fatigue, by contrast, remained comparatively lower, suggesting that sustained GPT engagement did not produce substantial cognitive or emotional strain. Technology perceptions showed generally positive trends, with usefulness and ease ratings remaining solidly above the midpoint, though some variability across items suggests nuanced student experiences with sustained use. In addition, we examine which linguistic features of students’ reflections most strongly align with constructive error beliefs and course performance.
Abstract section 5: References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA. In S. Mercer & T. Gregersen (Eds.), Positive psychology in SLA (pp. 1–17). Multilingual Matters.
Seligman, M. E. P. (2011). Flourish. Free Press.
Wood, A. M., Froh, J. J., & Geraghty, A. W. A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30(7), 890–905.
| Title | Using AI to Scaffold Constructive Reflections on ELL Errors |
|---|---|
| Teaching Context | College and university education |