Investigating Factors Influencing EFL Learners’ Behavioral Intentions to Adopt ChatGPT for Language Learning

Abstract

This study explores factors that influence English as a foreign language (EFL) learners’ behavioral intention to adopt ChatGPT for language learning. To explore this topic, a research model based on the technology acceptance model (TAM) was proposed and used to evaluate hypotheses on the relationship between model constructs. The proposed model includes the constructs perceived usefulness (PU), perceived ease of use (PEoU), behavioral intentions, and computer self-efficacy. In addition, the study examines the effect of the moderating variables, gender and education level, on the relationships between the proposed model constructs. Structural equation modeling (SEM) was applied to the data of 211 EFL learners to analyze causal relationships between the model constructs and the effect of the moderating variables. Findings indicated that EFL learners’ behavioral intentions to adopt ChatGPT for language learning were greatly impacted by their PU. In addition, computer self-efficacy was a powerful determinant influencing learners’ PEoU and PU. Furthermore, education level had no significant moderating effect on learners’ perceptions or intentions to adopt ChatGPT. However, gender only moderated the relationship between computer self-efficacy and PEoU, with the relationship being stronger for women. All the proposed hypotheses on the relationships between the model constructs were supported; therefore, this study contributed to the validation of TAM for predicting learners’ acceptance and adoption of ChatGPT for language learning.

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