College Students' Behavioural Intentions of AI-Assisted Language Learning: Based on the Technology Acceptance Model

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-05 DOI:10.1111/jcal.70075

Wenji Wang, Wenjuan Wang

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引用次数: 0

Abstract

Background Study

The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education.

Objectives

This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning.

Methods

Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students.

Results

The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non-significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention.

Conclusions

This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI-assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.

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大学生人工智能辅助语言学习的行为意向：基于技术接受模型

人工智能（AI）与外语学习的结合正在成为语言教育的一个重要趋势。本研究旨在调查技术接受度、态度和动机对在语言学习中使用人工智能的行为意图的影响。方法采用结构方程模型（SEM）对425名大学生进行问卷调查。结果感知有用性、感知易用性、态度和动机正向影响使用人工智能的行为意向。感知有用性对态度和动机有正向影响，而感知易用性对态度有正向影响。然而，感知易用性和态度对动机的影响不显著。态度和动机在感知有用性、感知易用性和行为意图之间起着显著的中介作用。本研究为理解和预测人工智能辅助语言学习背景下学习者的行为提供了新的理论见解。这也为有效利用人工智能技术加强语言教育提供了宝贵的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope