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Exploring EFL Learners' Acceptance of ChatGPT: Application of the Extended Technology Acceptance Model

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Title: Exploring EFL Learners' Acceptance of ChatGPT: Application of the Extended Technology Acceptance Model
Language: English
Authors: Myunghwan Hwang, Eunmi Lee, Hee-Kyung Lee
Source: English Teaching. 2025 80(1):45-69.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Technology Uses in Education, Computer Software, Artificial Intelligence, Synchronous Communication, Usability, Intention, College Second Language Programs, Foreign Countries, College Students, Student Attitudes
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This research, grounded in the extended technology acceptance model, aimed to explore the relationships among factors influencing Korean EFL learners' acceptance of ChatGPT for English learning in a voluntary usage context. To this end, a questionnaire was distributed to college students who had used ChatGPT for language learning, utilizing a convenience sampling method. A total of 400 responses were analyzed to test hypotheses using structural equation modeling (SEM). Findings revealed that learners' perceived usefulness significantly predicted their intention to continue using ChatGPT, while perceived ease of use did not. Moreover, learners' result demonstrability was found to be a predictor of perceived usefulness, whereas subjective norm was not. Both playfulness and output quality significantly influenced learners' perceived ease of use. This study identified key factors that could enhance EFL learners' acceptance of ChatGPT by improving perceptions of usefulness and ease of use, offering valuable insights for integrating ChatGPT into English education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466874
Database: ERIC
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: This research, grounded in the extended technology acceptance model, aimed to explore the relationships among factors influencing Korean EFL learners' acceptance of ChatGPT for English learning in a voluntary usage context. To this end, a questionnaire was distributed to college students who had used ChatGPT for language learning, utilizing a convenience sampling method. A total of 400 responses were analyzed to test hypotheses using structural equation modeling (SEM). Findings revealed that learners' perceived usefulness significantly predicted their intention to continue using ChatGPT, while perceived ease of use did not. Moreover, learners' result demonstrability was found to be a predictor of perceived usefulness, whereas subjective norm was not. Both playfulness and output quality significantly influenced learners' perceived ease of use. This study identified key factors that could enhance EFL learners' acceptance of ChatGPT by improving perceptions of usefulness and ease of use, offering valuable insights for integrating ChatGPT into English education.
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Foreign Countries
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