Utilizing ChatGPT for personalized writing program to cultivate a growth mindset in second language learners

Hits:

Impact Factor:2.6

DOI number:10.1007/s12144-026-09502-x

Journal:Current Psychology

Abstract:The emergence of generative artificial intelligence (Gen-AI) tools is fundamentally reshaping the landscape of education. This randomized controlled trial, conducted over an eight-week period, investigates the potential of employing ChatGPT to devise personalized writing program aimed at fostering a growth mindset among second language (L2) learners. A sample of 117 undergraduate students from a Chinese university participated in this study and were randomly allocated to either the experimental (N = 59) or control groups (N = 58). Both groups completed two reading-to-write tasks. While the control group engaged in traditional writing tasks, the experimental group undertook personalized writing tasks. Specifically, the reading material was themed around the beliefs of growth mindset, and the detailed content generated by ChatGPT was tailored to students’ individual beliefs and L2 learning experiences. The findings reveal that the personalized writing program effectively bolstered students’ growth mindset in L2 learning. Furthermore, students generally expressed positive attitudes towards the personalized writing program and endorsed the application of Gen-AI in similar learning endeavors in the future. This study introduces an innovative approach to cultivate a growth mindset in L2 learners within authentic learning environment. Besides, it demonstrates the application of Gen-AI in delivering personalized learning experiences for students, providing sample procedures for the generation of prompts to obtain personalized reading materials.

Co-author:Siyu Zhu, Liangji Hu, Mi Rong

First Author:Yuan Yao

Indexed by:Journal paper

Correspondence Author:Xinhua Zhu

Discipline:Interdisciplinary

Document Type:J

Translation or Not:no

Date of Publication:2026-05-12

Included Journals:SSCI

Links to published journals:https://doi.org/10.1007/s12144-026-09502-x