Exploring the Role of Chinese EFL Teachers' Interpersonal Behaviours in Their Students' Acceptance and Adoption of AI Tools Through the Lens of Technology Acceptance Model (TAM)
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引用次数: 0
Abstract
The influence of teachers on the acceptance of educational technologies has been largely highlighted in the literature. However, the way their interpersonal behaviours mediate students' acceptance and adoption of artificial intelligence (AI) technologies has received limited attention. To address the gap, this study drew on the technology acceptance model (TAM) to examine such interplay in the context of China. To do so, 103 Chinese English as a foreign language (EFL) students were interviewed online. The findings, obtained from manual thematic analysis, indicated that teachers' interpersonal behaviours affected Chinese EFL students' AI acceptance and adoption in five ways, namely by showcasing practical values of AI, establishing a positive learning environment, increasing ease of use, reducing negative AI-induced emotions and encouraging autonomy and reflectivity. A comprehensive discussion of the findings is provided along with a list of implications on different grounds for EFL teachers, students and trainers augmenting their familiarity with innovative educational technologies in L2 education.
期刊介绍：
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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