Exploring the Role of GenAI Tools on Student Motivation and Communicative Competence in the Spanish Classroom

Abstract:

This study explores the integration of Generative Artificial Intelligence (GenAI) in an advanced Spanish language course, with a focus on learner motivation and communicative competence. Although GenAI tools, such as chatbots and adaptive feedback systems, have been increasingly implemented in higher education, their application in Spanish as a Foreign Language (SFL) classroom remains under-researched. The research involved 41 students from two sections of an advanced Spanish course at a Canadian university, one for foreign language learners and one for heritage speakers. Participants completed a pre-task questionnaire, engaged in a GenAI supported collaborative task, and reflected on their experiences through a post-task survey. The primary task involved using ChatGPT to gather cultural information about a Spanish-speaking country and create a promotional campaign. Data were collected using both quantitative (Likert-scale surveys) and qualitative (open-ended reflections) methods. Findings indicate that most students felt comfortable and motivated when using GenAI tools and perceived them as useful for accessing real-time feedback and supporting personalized learning. The task was described as engaging and well-organized, although some students found it too simple to fully challenge their language abilities. Participants also identified limitations, including concerns about content accuracy, overreliance, and the lack of cultural and emotional nuance in GenAI outputs. The study underscores the importance of task design, GenAI literacy, and the instructor’s role when implementing GenAI tools in language instruction. It advocates for a hybrid approach that combines human expertise with GenAI capabilities to foster motivation, learner autonomy, and communicative competence, addressing an underexplored gap in the literature.

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