Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the learners’ language skills could have been expansive. Responding to these gaps, researchers chose ChatGPT, an AI-powered chatbot capable of generating natural and coherent texts, as a potential tool to foster positive emotions and interactions between Iranian English language teachers ( n = 12) and learners ( n = 48) in the L2 writing context. We operationalized ChatGPT in a three-phased writing instruction protocol (CGWIP): (1) a planning phase, where teachers used ChatGPT to brainstorm ideas and generate outlines for each session; (2) an instruction phase, where teachers used ChatGPT to engage the learners in writing process, analyse and reflect on their drafts, and (3) an assessment phase, where teachers used ChatGPT to simulate IELTS writing exam and provided detailed and constructive feedback to the learners. We further tested the effectiveness of CGWIP on teachers’ self-efficacy and learners’ writing skills before and after a 10-week instruction program. The Independent Samples t-test results showed that CGWIP significantly enhanced teachers’ self-efficacy compared to the control group. Also, the results of One Way ANCOVA revealed that CGWIP significantly improved learners’ writing skills and that these effects persisted over time. The study implied that the protocol can nurture teachers’ efficiency by helping them in various aspects of L2 writing instruction, including brainstorming, revising, providing feedback, and assessment, which in turn, improves learners’ writing skills.

中文翻译：

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从虚拟助理到写作导师：探索基于 ChatGPT 的写作教学协议对 EFL 教师自我效能和学习者写作技能的影响

语言教学是一个高度情绪化的职业，会影响教师的福祉和学习者的成就。然而，研究尚未探索积极心理学干预和人工智能（AI）工具在促进第二语言（L2）教师和学习者心理情感方面的潜力。此外，关于人工智能在促进学习者语言技能方面的有效性的研究可能会很广泛。针对这些差距，研究人员选择了 ChatGPT，这是一种人工智能驱动的聊天机器人，能够生成自然且连贯的文本，作为在伊朗英语教师 (n = 12) 和学习者 (n = 48) 之间培养积极情绪和互动的潜在工具。 L2 写作环境。我们在三阶段写作指导协议 (CGWIP) 中实施了 ChatGPT：(1) 规划阶段，教师使用 ChatGPT 集思广益，并为每个课程生成大纲； (2) 教学阶段，教师使用 ChatGPT 让学习者参与写作过程，分析和反思他们的草稿；(3) 评估阶段，教师使用 ChatGPT 模拟雅思写作考试，并向学习者提供详细和建设性的反馈学习者。我们进一步测试了 CGWIP 在为期 10 周的指导项目前后对教师自我效能感和学习者写作技能的有效性。独立样本t检验结果显示，与对照组相比，CGWIP显着提高了教师的自我效能感。此外，单向 ANCOVA 的结果显示，CGWIP 显着提高了学习者的写作技能，并且这些效果随着时间的推移持续存在。研究表明，该协议可以通过帮助教师进行第二语言写作教学的各个方面（包括头脑风暴、修改、提供反馈和评估）来提高教师的效率，从而提高学习者的写作技能。