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2025, 157-168 ISSN: 1695-2618  \n[https://doi.org/10.4995/eurocall.2025.23886](https://doi.org/10.4995/eurocall.2025.23886)  \nREFLECTIVE PRACTICE PAPER  \nExploring the Role of GenAI Tools on Student Motivation and Communicative Competence in the Spanish Classroom  \nAna García-Allén *; Alba Devo Colis **; Richard Martinez Loyola ***; Gabriela Martinez Loyola **** Western University, Canada  \n*[agarcia@uwo.ca](agarcia@uwo.ca |)[ |](agarcia@uwo.ca |) **[adevo@uwo.ca](adevo@uwo.ca |)[ |](adevo@uwo.ca |) *** [rmart49@uwo.ca](rmart49@uwo.ca |)[ |](rmart49@uwo.ca |) ****[gmarti49@uwo.ca](gmarti49@uwo.ca)  \n[How to cite this article:](How to cite this article:)  \nGarcía-Allén, A., Devo Colis, A., Martinez Loyola, R., Martinez Loyola, G. (2025) . Exploring the Role of GenAI Tools on Student Motivation and Communicative Competence in the Spanish Classroom. The EuroCALL Review, 32 (2), 157-168.  \n[https://doi.org/10.4995/eurocall.2025.23886](https://doi.org/10.4995/eurocall.2025.23886)  \nAbstract  \nThis 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 Spanishspeaking 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  \npersonalized 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.  \nKeywords  \nGenerative Artificial Intelligence; Spanish as a foreign language; student motivation; communicative competence; pedagogical innovation; ChatGPT  \n1. Introduction  \nThe introduction of Generative Artificial Intelligence (GenAI) in education has considerably transformed traditional approaches to teaching and learning. GenAI tools, encompassing a wide range of applications including conversational agents, intelligent tutoring systems, automated feedback systems, and adaptive learning platforms, are being increasingly integrated into educational environments to enhance the student learning experience. These tools offer interactive, adaptive learning environments that increase learner motivation, enhance engagement, and support the development of students’communicative competence (Ji et al., 2024; Klayklung, 2023; Mohamed, 2024) . Recent studies (Chiu et al., 2023; Dhananjaya et al., 2024) indicate that GenAI tools effectively accommodate diverse learner needs, particularly those with learning disabilities or challenges. These tools support individualized learning pathways throu","cbCaiiCC5gVSPDuu","https://ap.wps.com/l/cbCaiiCC5gVSPDuu","pdf",233219,12,"English","# Abstract\n# 1. Introduction\n# 2. Literature review","[{\"question\":\"What was the main objective of the study?\",\"answer\":\"To examine how GenAI tools influence learner motivation, explore how they support communicative competence, and provide practical guidance for educators integrating GenAI into language curricula.\"},{\"question\":\"How was GenAI used during the learning task?\",\"answer\":\"Students used ChatGPT to gather cultural information about a Spanish-speaking country and create a promotional campaign as part of a collaborative GenAI-supported task.\"},{\"question\":\"What limitations did participants report about GenAI tools?\",\"answer\":\"Participants raised concerns about content accuracy, overreliance on GenAI, and the lack of cultural and emotional nuance in GenAI outputs.\"}]","The EuroCALL Review - Volume 32 - Issue 2 - Reflective Practice Paper | PDF",1792042885]