Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model

• Published in: International journal of applied linguistics 2024-11
• Main Authors: Zou, Bin, Wang, Chenghao, Yan, Yiwen, Du, Xiaoman, Ji, Yuan
• Format: Article
• Language: English
• ISSN: 0802-6106; 1473-4192
• DOI: 10.1111/ijal.12658

ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires from 212 Chinese EFL learners and semi‐structured interviews with 12 participants, the research underscores that a positive attitude toward ChatGPT significantly influences learners’ intention to adopt ChatGPT for English‐speaking practice. Moreover, facilitating conditions significantly predict the perceived ease of use. The qualitative results shed light on ChatGPT's effectiveness and convenience in developing English‐speaking skills, its potential to simulate IELTS exams and situational dialogues, and identifying certain scenario‐specific limitations. ChatGPT因其在提升英语作为外语（EFL）学习者语言技能方面的潜在教育价值引起了广泛关注。本研究聚焦于在扩展的技术接受模型(TAM)之中, 多种内外因素如何对EFL学习者接受并运用ChatGPT提升英语口语的行为意向产生影响。通过针对212名中国EFL学习者开展的扩展TAM问卷调查以及对12名参与者进行的半结构化访谈, 本研究发现, 学习者对ChatGPT的积极态度对其运用ChatGPT展开英语口语练习的意图有着显著影响。此外, 支持性条件对感知易用性有着显著的预测作用。定性研究结果进一步揭示了ChatGPT在提升英语口语技能方面的有效性与便捷性、同时指出其在模拟雅思考试和情景对话的潜力以及在特定场景中的局限性。