UNIVERSITY STUDENTS’ ACCEPTANCE OF CHATGPT AS A WRITING ASSISTANCE TOOL IN ESL AND ESP STUDIES
UNIVERSITY STUDENTS’ ACCEPTANCE OF CHATGPT AS A WRITING ASSISTANCE TOOL IN ESL AND ESP STUDIES

Summary/Abstract: This study aims to evaluate the perceptions and acceptance of artificial intelligence chatbot ChatGPT for completing writing assignments among ESL and ESP students at two universities in Lithuania and Ukraine. Technology acceptance is understood as users' willingness to employ certain information technologies for tasks they were designed to support. The Technology Acceptance Model (TAM), developed by Davis in 1986 and validated by Davis, Bagozzi and Warshaw in 1989, is one of the most frequently used frameworks for understanding how individuals get to accept new technologies. For decades, it has been employed to assess ESL and ESP students’ acceptance of all kinds of technologies used to train different language skills. However, there is insufficient empirical evidence regarding how they accept AI tools, such as ChatGPT. This study tries to address the existing research gap. It employs a quantitative method and a questionnaire based on the TAM to assess various factors influencing acceptance of ChatGPT as a writing assistance tool among ESL and ESP learners within a non-mandatory use context. The outcomes are expected to contribute to the understanding of adopting artificial intelligence tools in educational settings and provide insights for integrating them into ESL and ESP curricula effectively.

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