Unveiling the Drivers of AI Integration Among Language Teachers: Integrating UTAUT and AI-TPACK DOI

Nguyen Hoang Mai Tram

Computers in the Schools, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21

Published: Dec. 14, 2024

Artificial intelligence (AI) offers numerous benefits to the field of language education, making it crucial understand factors influencing teachers' adoption these technologies. This study investigates determinants AI chatbots in educational settings. Drawing on Unified Theory Acceptance and Use Technology (UTAUT) Technological Pedagogical Content Knowledge (TPACK) framework, a comprehensive model among teachers is proposed tested. Data were collected from 276 Vietnam through an online survey. Partial Least Square-Structural Equation Modeling (PLS-SEM) was employed analyze data. Results indicate that intent significantly predicts integration, while performance expectancy, effort self-efficacy are key intent. AI-TPACK emerges as factor, strongly self-efficacy, expectancy. Facilitation found be significant predictor AI-TPACK. These findings enhance theoretical framework education provide valuable insights for fostering effective integration teachers.

Language: Английский

Exploring the adoption of AI-enabled English learning applications among university students using extended UTAUT2 model DOI
Nannan Liu,

Wenqiang Deng,

Ahmad Fauzi Mohd Ayub

et al.

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 22, 2025

Language: Английский

Citations

1
How Do Chinese Undergraduates Harness the Potential of Appraisal and Emotions in Generative AI-Powered Learning? A Multigroup Analysis Based on Appraisal Theory DOI
Chan Wang, Hongbiao Yin

Computers & Education, Journal Year: 2025, Volume and Issue: unknown, P. 105250 - 105250

Published: Jan. 1, 2025

Language: Английский

Citations

0
Exploring the application of ChatGPT in ESL/EFL education and related research issues: a systematic review of empirical studies DOI Creative Commons
Chung Kwan Lo, Philip L. H. Yu, Simin Xu

et al.

Smart Learning Environments, Journal Year: 2024, Volume and Issue: 11(1)

Published: Nov. 7, 2024

Abstract ChatGPT, a sophisticated artificial intelligence (AI) chatbot capable of providing personalised responses to users’ inquiries, recently has had substantial impact on education. Many studies have explored the use ChatGPT in English as second language (ESL) and foreign (EFL) education since its release 30 November 2022. However, there been lack systematic reviews summarising both current knowledge gaps this research area. This review analyses 70 empirical related ESL/EFL within 1.5-year period following release. Using Technology-based Learning Model, we provide comprehensive overview domains which applied, methodological approaches, associated issues. The included collectively solid evidence regarding affordances (e.g., increased learning opportunities, learning, teacher support) potential drawbacks incorrect information, privacy leakage, academic dishonesty) our findings indicate that majority focused students’ AI tool writing, while few quantitatively examined effects performance motivation. In addition, other skills, such reading, speaking, listening, remains under-researched. Therefore, recommend longer-term with rigorous designs quasi-experimental designs) objective data sources standardised tests) be conducted more robust influence acquisition.

Language: Английский

Citations

3
ChatGPT in higher education: Investigating bachelor and master students’ expectations towards AI tool DOI
Artur Strzelecki

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 16, 2024

Language: Английский

Citations

1
University Learners' Readiness for ChatGPT‐Assisted English Learning: Scale Development and Validation DOI Creative Commons
Shuqiong Luo, Di Zou

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 21, 2024

ABSTRACT Recent AI‐based language learning research highlights learners' crucial role, yet university learner readiness in ChatGPT‐based English remains unexplored. Accordingly, this current attempted to develop and validate a tool evaluate for ChatGPT‐assisted (LRCEL) address the gap that prior instruments have not taken into account features characteristics of ChatGPT teaching as well students' achievement emotions. Three hundred forty‐seven Chinese learners participated help explore confirm constructs LRCEL. Guided by theory planned behaviour control‐value emotions, results first‐order second‐order confirmatory factor analysis, exploratory structural equation modelling, convergent validity discriminant supported an 18‐item questionnaire comprising seven dimensions. The LRCEL has been proven valid reliable, enabling educational educators understand ChatGPT‐supported with domain‐specific items.

Language: Английский

Citations

1
Unlocking innovation: how enjoyment drives GenAI use in higher education DOI Creative Commons

Jhon R. Cano,

Nicolas A. Nunez

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: Oct. 3, 2024

Introduction Generative Artificial Intelligence (Gen AI) is rapidly transforming education holds immense potential for enhancing learning experiences and fostering innovation skills crucial success in today’s changing job market. However, successful integration depends on student adoption. This study investigates factors influencing business students’ intention to use Gen AI Innovation courses, focusing the role of Perceived Enjoyment. Method A cross-sectional predictive analysis was conducted using data from 92 undergraduate students a Peruvian higher institution. survey questionnaire, adapted Teo Noyes, used measure perceived enjoyment, usefulness, ease use, attitude toward, tools. Results The found strong positive relationship between Enjoyment courses. Furthermore, positively associated with use. Interestingly, usefulness did not show significant effect AI. Conclusion Our finding challenges traditional emphasis as primary driver technology acceptance. Instead, our results suggest that prioritizing user enjoyment design implementation tools may be more effective strategy promoting their adoption educational settings. shift focus utility experience could unlocking full transform education.

Language: Английский

Citations

0
Unveiling the Drivers of AI Integration Among Language Teachers: Integrating UTAUT and AI-TPACK DOI

Nguyen Hoang Mai Tram

Computers in the Schools, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21

Published: Dec. 14, 2024

Artificial intelligence (AI) offers numerous benefits to the field of language education, making it crucial understand factors influencing teachers' adoption these technologies. This study investigates determinants AI chatbots in educational settings. Drawing on Unified Theory Acceptance and Use Technology (UTAUT) Technological Pedagogical Content Knowledge (TPACK) framework, a comprehensive model among teachers is proposed tested. Data were collected from 276 Vietnam through an online survey. Partial Least Square-Structural Equation Modeling (PLS-SEM) was employed analyze data. Results indicate that intent significantly predicts integration, while performance expectancy, effort self-efficacy are key intent. AI-TPACK emerges as factor, strongly self-efficacy, expectancy. Facilitation found be significant predictor AI-TPACK. These findings enhance theoretical framework education provide valuable insights for fostering effective integration teachers.

Language: Английский

Citations

0