ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

Abstract

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.