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Gen AI Literacy and Acceptance among EFL Teachers: An Exploration through the UTAUT Model and Self-Determination Theory

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Title: Gen AI Literacy and Acceptance among EFL Teachers: An Exploration through the UTAUT Model and Self-Determination Theory
Language: English
Authors: Huiyi Jin (ORCID 0009-0004-3715-369X), Yanping Rui (ORCID 0000-0003-2717-5858)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Language Teachers, Artificial Intelligence, Teacher Attitudes, Foreign Countries, Digital Literacy, College Faculty, Universities, Technology Uses in Education
Geographic Terms: China
DOI: 10.1111/ejed.70364
ISSN: 0141-8211
1465-3435
Abstract: The widespread penetration of generative artificial intelligence (Gen AI) in foreign language education highlights the urgency for English as a foreign language (EFL) teachers to improve their Gen AI literacy. Previous research, however, has paid insufficient attention to the Gen AI literacy of university-level EFL teachers in China, with a notable scarcity of mixed-methods studies in this specific setting. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Self-Determination Theory (SDT), this mixed-methods study involved 305 Chinese university EFL teachers and combined structural equation modelling (SEM) with semi-structured interviews to investigate the relationship between Gen AI literacy and its acceptance. The results revealed Gen AI literacy exerts a positive impact on all UTAUT dimensions and behavioural intention (BI); performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) all positively predict BI, with these four variables playing multiple parallel mediating roles in the relationship between Gen AI literacy and BI. Qualitative findings corroborated these results. The study enriches Gen AI literacy research and provides guidance for EFL teachers to adapt to the era.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497790
Database: ERIC
FullText Text:
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  Data: Gen AI Literacy and Acceptance among EFL Teachers: An Exploration through the UTAUT Model and Self-Determination Theory
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  Data: <searchLink fieldCode="AR" term="%22Huiyi+Jin%22">Huiyi Jin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-3715-369X">0009-0004-3715-369X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yanping+Rui%22">Yanping Rui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2717-5858">0000-0003-2717-5858</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/ejed.70364
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– Name: Abstract
  Label: Abstract
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  Data: The widespread penetration of generative artificial intelligence (Gen AI) in foreign language education highlights the urgency for English as a foreign language (EFL) teachers to improve their Gen AI literacy. Previous research, however, has paid insufficient attention to the Gen AI literacy of university-level EFL teachers in China, with a notable scarcity of mixed-methods studies in this specific setting. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Self-Determination Theory (SDT), this mixed-methods study involved 305 Chinese university EFL teachers and combined structural equation modelling (SEM) with semi-structured interviews to investigate the relationship between Gen AI literacy and its acceptance. The results revealed Gen AI literacy exerts a positive impact on all UTAUT dimensions and behavioural intention (BI); performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) all positively predict BI, with these four variables playing multiple parallel mediating roles in the relationship between Gen AI literacy and BI. Qualitative findings corroborated these results. The study enriches Gen AI literacy research and provides guidance for EFL teachers to adapt to the era.
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      – SubjectFull: Language Teachers
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: China
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