View in EDS

Understanding Chinese University EFL Learners' Perceptions of AI in English Writing

Saved in:
Bibliographic Details
Title: Understanding Chinese University EFL Learners' Perceptions of AI in English Writing
Language: English
Authors: Jiaozhi Liang (ORCID 0009-0000-1534-2634), Fang Huang (ORCID 0000-0001-6706-8251), Timothy Teo (ORCID 0000-0002-7552-8497)
Source: International Journal of Computer-Assisted Language Learning and Teaching. 2024 14(1).
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Writing Processes, Artificial Intelligence, Computer Software, Technology Uses in Education, Predictor Variables, Student Attitudes, Intention, Foreign Countries, Undergraduate Students, Graduate Students, Majors (Students), Nonmajors, Writing Instruction
Geographic Terms: China
DOI: 10.4018/IJCALLT.358918
ISSN: 2155-7098
2155-7101
Abstract: Artificial intelligence (AI) is useful to English as a foreign language (EFL) learners, but there is a paucity of research on how they perceive AI. Contextualized in a Chinese university setting, this study investigated Chinese university EFL learners' perceptions of Grammarly in English writing. Based on an extended technology acceptance model (TAM) with task relevance, subjective norm, and perceived enjoyment being added, quantitative data were collected from 140 Chinese EFL learners. Structural equation modeling analysis suggested that the proposed model could effectively explain participants' views of Grammarly. Their perceptions of ease of use significantly influenced usefulness, which had a major impact on their attitudes towards AI and behavioral intention. Perceived enjoyment and task relevance were also significant predictors of students' perceptions of this software. The research model explained 71% of the variance of EFL learners' intentions to use AI. Suggestions were given to teachers on implementing AI writing support.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451546
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1451546
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Understanding Chinese University EFL Learners' Perceptions of AI in English Writing
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jiaozhi+Liang%22">Jiaozhi Liang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1534-2634">0009-0000-1534-2634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fang+Huang%22">Fang Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6706-8251">0000-0001-6706-8251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+Teo%22">Timothy Teo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7552-8497">0000-0002-7552-8497</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Computer-Assisted+Language+Learning+and+Teaching%22"><i>International Journal of Computer-Assisted Language Learning and Teaching</i></searchLink>. 2024 14(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Nonmajors%22">Nonmajors</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.4018/IJCALLT.358918
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2155-7098<br />2155-7101
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Artificial intelligence (AI) is useful to English as a foreign language (EFL) learners, but there is a paucity of research on how they perceive AI. Contextualized in a Chinese university setting, this study investigated Chinese university EFL learners' perceptions of Grammarly in English writing. Based on an extended technology acceptance model (TAM) with task relevance, subjective norm, and perceived enjoyment being added, quantitative data were collected from 140 Chinese EFL learners. Structural equation modeling analysis suggested that the proposed model could effectively explain participants' views of Grammarly. Their perceptions of ease of use significantly influenced usefulness, which had a major impact on their attitudes towards AI and behavioral intention. Perceived enjoyment and task relevance were also significant predictors of students' perceptions of this software. The research model explained 71% of the variance of EFL learners' intentions to use AI. Suggestions were given to teachers on implementing AI writing support.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451546
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451546
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.4018/IJCALLT.358918
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Nonmajors
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Understanding Chinese University EFL Learners' Perceptions of AI in English Writing
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jiaozhi Liang
      – PersonEntity:
          Name:
            NameFull: Fang Huang
      – PersonEntity:
          Name:
            NameFull: Timothy Teo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2155-7098
            – Type: issn-electronic
              Value: 2155-7101
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Computer-Assisted Language Learning and Teaching
              Type: main
ResultId 1