Investigating EFL Students’ ChatGPT Usage and Attitudes Through the Lens of the Technology Acceptance Model (TAM)
Investigating EFL Students’ ChatGPT Usage and Attitudes Through the Lens of the Technology Acceptance Model (TAM)

Summary/Abstract: Background/purpose. Due to its significant potential, ChatGPT has recently revolutionized global education, particularly in the field of language learning. Against this backdrop, this study examines the perceptions of English as a Foreign Language (EFL) students regarding the use of ChatGPT to enhance their English language skills. It examines whether gender and prior experience with technology influence EFL learners' perceptions of ChatGPT and their intentions to utilize it. Materials/methods. Based on the Technology Acceptance Model (TAM), this study examines several key attributes: perceived ease of use, perceived usefulness, attitude, behavioral intention, actual use, perceived enjoyment, facilitating conditions, and technological complexity. Employing a sequential explanatory mixed methods design, the data were collected using an adapted TAM questionnaire (n=108), followed by semi-structured interviews with selected students who exhibited the highest and lowest positive responses (20 students). Descriptive and inferential statistics were employed to analyze the quantitative data, while a thematic analysis was utilized for qualitative data analysis. Results. Findings revealed overall positive perceptions towards using ChatGPT. Statistical analysis indicated that gender did not significantly influence TAM attributes. However, prior experience with technology emerged as a statistically significant predictor, demonstrating a measurable impact on both intentions to use and the actual use of ChatGPT. Conclusion. These findings suggest that one of the most effective ways to overcome resistance to adopting ChatGPT is to increase users' familiarity and confidence in the technology.

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