University Teachers' Adoption of AI Writing Tools in Teaching English as a Foreign Language Academic Writing: Mixed Methods Research
Saved in:
| Title: | University Teachers' Adoption of AI Writing Tools in Teaching English as a Foreign Language Academic Writing: Mixed Methods Research |
|---|---|
| Language: | English |
| Authors: | Hongxia Hao (ORCID |
| Source: | International Journal of Technology in Education. 2026 9(2):617-632. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Artificial Intelligence, Technology Uses in Education, Second Language Instruction, English for Academic Purposes, Academic Language, Writing (Composition), Adoption (Ideas), Foreign Countries, Language Teachers, Usability, Influences |
| Geographic Terms: | China |
| ISSN: | 2689-2758 |
| Abstract: | Although AI-powered writing tools (such as Grammarly, ProWritingAid, QuillBot, ChatGPT, and DeepSeek) are widely used in English academic writing and have brought new opportunities to teaching, their adoption by Chinese EFL university teachers is influenced by a variety of factors. Therefore, this study uses the Technology Acceptance Model 3 (TAM3) to explore the factors influencing the adoption of AI-powered writing tools by Chinese university teachers. This study used mixed methods research in which the researchers conducted a survey questionnaire on 240 English teachers from 12 public universities in China and selected 12 teachers for semistructured interviews. The findings demonstrated that teachers' adoption of AI writing tools was significantly influenced by perceived usefulness, perceived ease of use, and external factors. Furthermore, perceived usefulness has a minor but significant influence on teachers' behavior intention, while perceived ease of use has the biggest influence, followed by external factors. This study is based on the TAM3, which is helpful in providing a theoretical framework to guide technology design and teaching practice, integrate educational technology policies, and provide a new empirical exploration model. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506334 |
| Database: | ERIC |
| Abstract: | Although AI-powered writing tools (such as Grammarly, ProWritingAid, QuillBot, ChatGPT, and DeepSeek) are widely used in English academic writing and have brought new opportunities to teaching, their adoption by Chinese EFL university teachers is influenced by a variety of factors. Therefore, this study uses the Technology Acceptance Model 3 (TAM3) to explore the factors influencing the adoption of AI-powered writing tools by Chinese university teachers. This study used mixed methods research in which the researchers conducted a survey questionnaire on 240 English teachers from 12 public universities in China and selected 12 teachers for semistructured interviews. The findings demonstrated that teachers' adoption of AI writing tools was significantly influenced by perceived usefulness, perceived ease of use, and external factors. Furthermore, perceived usefulness has a minor but significant influence on teachers' behavior intention, while perceived ease of use has the biggest influence, followed by external factors. This study is based on the TAM3, which is helpful in providing a theoretical framework to guide technology design and teaching practice, integrate educational technology policies, and provide a new empirical exploration model. |
|---|---|
| ISSN: | 2689-2758 |
