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Teaching EFL students to write with ChatGPT: Students' motivation to learn, cognitive load, and satisfaction with the learning process

https://doi.org/10.1007/s10639-024-12819-4
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Outgoing claims: the papers this work cites, builds on, or argues with.

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inferredcites →https://doi.org/10.1515/iral-2023-0043openalex-snapshot
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inferredcites →https://doi.org/10.18420/ecscw2018_3openalex-snapshot
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inferredcites →https://doi.org/10.2307/249008openalex-snapshot
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inferredcites →https://doi.org/10.2307/327949openalex-snapshot
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inferredcites →https://doi.org/10.2307/356600openalex-snapshot
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inferredcites →https://doi.org/10.25082/amler.2023.02.009openalex-snapshot
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inferredcites →https://doi.org/10.26522/brocked.v12i2.38openalex-snapshot
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inferredcites →https://doi.org/10.3389/fpsyg.2020.591203openalex-snapshot
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inferredcites →https://doi.org/10.3390/app12178427openalex-snapshot
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inferredcites →https://doi.org/10.3390/ejihpe13090140openalex-snapshot
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inferredcites →https://doi.org/10.4230/lipics.giscience.2023.43openalex-snapshot
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inferredcites →https://doi.org/10.48550/arxiv.2309.01645openalex-snapshot
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inferredcites →https://doi.org/10.7551/mitpress/5657.001.0001openalex-snapshot
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Incoming claims: where this work appears in other papers’ reference lists and arguments.

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inferred← citeshttps://doi.org/10.4018/979-8-3373-8332-3.ch013openalex-snapshot
From Prompts to Publications
inferred← citeshttps://doi.org/10.4018/979-8-3693-4310-4.ch010openalex-snapshot
Understanding Translation Students' Use of AI-Powered Tools During Text Revision and Their Impact on Cognitive Load
inferred← citeshttps://doi.org/10.52597/buje.1751534openalex-snapshot
Self-Regulated Language Learning and Generative AI: A Systematic Review
inferred← citeshttps://doi.org/10.58304/ijts.20240304openalex-snapshot
A Systematic Review of ChatGPT for English as a Foreign Language Writing: Opportunities, Challenges, and Recommendations
inferred← citeshttps://doi.org/10.64152/10125/73668openalex-snapshot
AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
inferred← citeshttps://doi.org/10.64152/10125/73683openalex-snapshot
Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
inferred← citeshttps://doi.org/10.66556/2786-586x.59.melnyk-oopenalex-snapshot
Generative Artificial Intelligence as a Tool for Differentiated English Language Learning in Higher Education: Task Adaptation According to CEFR A2–B2 Levels
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.