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University Teachers' Adoption of AI Writing Tools in Teaching English as a Foreign Language Academic Writing: Mixed Methods Research

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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 0009-0000-2832-3272), Abu Bakar Razali (ORCID 0000-0002-3181-1004), Siti Nadhirah Abd Rahman (ORCID 0000-0001-6552-6191)
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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Hongxia+Hao%22">Hongxia Hao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2832-3272">0009-0000-2832-3272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abu+Bakar+Razali%22">Abu Bakar Razali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3181-1004">0000-0002-3181-1004</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siti+Nadhirah+Abd+Rahman%22">Siti Nadhirah Abd Rahman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6552-6191">0000-0001-6552-6191</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education%22"><i>International Journal of Technology in Education</i></searchLink>. 2026 9(2):617-632.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Data: 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.
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  Data: EJ1506334
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 617
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English for Academic Purposes
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      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Writing (Composition)
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      – SubjectFull: Adoption (Ideas)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Usability
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      – SubjectFull: Influences
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      – SubjectFull: China
        Type: general
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      – TitleFull: University Teachers' Adoption of AI Writing Tools in Teaching English as a Foreign Language Academic Writing: Mixed Methods Research
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