Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective

With a rapid shift toward the use of Artificial Intelligence (AI) technologies in various aspects of human life and career, second and foreign language (L2) educators and practitioners highlighted AI readiness and literacy for students to succeed in learning English. However, there is insufficient empirical evidence on how much Chinese English as a foreign language (EFL) students are ready to accept and implement AI tools in their L2 learning. To address this gap, drawing on theory of planned behavior (TPB), the present quantitative study employed a survey with 283 EFL students from different Chinese universities. The results of a one-sample t-test and descriptive statistics revealed that Chinese EFL students had demonstrated an above-average level of AI readiness in their L2 education reflecting the three dimensions of TPB (i.e., attitudes, subjective norms, and perceived behavioral control) through an emphasis on positive attitudes towards and intentions to adopt AI tools. They also showed higher than average scores in three sub-factors of AI readiness (i.e., ethics, ability, and vision). Only the cognitive dimension was below the average point. The results are discussed in relation to TPB and practical implications are provided for EFL students and teachers to maintain and develop their level of AI readiness in the context of L2 education.