Exploring EFL Learners’ Use of AI Outside the Classroom
DOI:
https://doi.org/10.17507/jltr.1701.31Keywords:
ChatGPT, EFL learners, technology acceptance model, self-directed learningAbstract
This study investigates the use of ChatGPT by students as foreign language (EFL) learners in doing English homework, especially regarding acceptance and use. Based on the technology acceptance model (TAM) and self-directed learning (SDL) theory, the proposed model investigates the impact of perceived usefulness (PU), perceived ease of use (PEOU), and learner autonomy on behavioral intention and actual use. A mixed-methods design was employed, using a questionnaire based on previously validated TAM-based instruments. The tool included three sections: a) a section for demographic information, b) 21 total Likert-scale items organized into three sub-sections measuring PU, PEOU, and AIU (attitude and intention to use), and c) four open-ended qualitative questions. Questionnaires were distributed to 157 EFL learners. Descriptive statistics, Pearson correlations, and regression analyses were applied to the quantitative data, while thematic analysis was conducted on the qualitative responses. Results identified ChatGPT as the most frequently used for grammar correction, vocabulary enhancement, and content generation, with PU significantly increasing the positive effect on AIU. Likewise, PEOU was high, reflecting positive views of ChatGPT's usability. The study presents both theoretical and practical implications for integrating AI into language learning and highlighting the key role of critical evaluation skills in this context.
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