Abstract
This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory framework, this study explores how ChatGPT impacts students’ basic psychological needs for autonomy, competence, and relatedness in their language-learning experience. Semi-structured interviews are conducted with 24 postgraduate EAP students and the data are analysed using thematic analysis. The findings suggest that ChatGPT has the potential to support students’ needs for autonomy and competence by providing flexibility, personalised feedback and a safe space for practice. However, the impact on relatedness needs is mixed, with some students experiencing a sense of companionship and others expressing concerns about reduced human interaction. While students acknowledge the benefits of ChatGPT, they also emphasise the importance of human-teacher interactivity and empathy. The findings provide theoretical insights and practical recommendations for educators seeking to integrate generative AI tools effectively into language education.