Department of English, Faculty of Humanities, Razi University, Kermanshah, Iran
Abstract: (27 Views)
This study investigated the acceptance of ChatGPT as a language learning tool among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM), which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC 4.0)