Revisiting Integrated Model of Technology Acceptance Among the Generative AI‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation DOI Open Access
Chenghao Wang,

Xueyun Li,

Bin Zou

и другие.

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Фев. 21, 2025

ABSTRACT Research on the factors influencing acceptance of GenAI in language learning has expanded widely; however, few studies have focused role emotions. To enhance effectiveness GenAI‐powered English‐speaking instruction and experience, this study expands Integrated Model Technology Acceptance (IMTA) by investigating various emotions willingness to communicate different contexts as intrinsic motivators for conversational chatbots. Using a questionnaire ( n = 368) pre‐ post‐tests, found that EFL learners with higher communicative confidence greater foreign boredom tend perceive chatbots less useful developing speaking skills. While successfully aided them improving their skills through both theme‐based free dialogues, who are more willing engage face‐to‐face interactions peers teachers may not find productive or engaging human counterparts. The results suggest should be aware limitations students' individual differences, integrating into classrooms way aligns student's proficiency preferences create harmonious efficient GenAI‐supported environment. This also underscores importance teachers' AI competence era.

Язык: Английский

Integrating trust and satisfaction into the UTAUT model to predict Chatbot adoption – A comparison between Gen-Z and Millennials DOI
Himanshu Joshi

International Journal of Information Management Data Insights, Год журнала: 2025, Номер 5(1), С. 100332 - 100332

Опубликована: Март 11, 2025

Язык: Английский

Процитировано

0
Revisiting Integrated Model of Technology Acceptance Among the Generative AI‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation DOI Open Access
Chenghao Wang,

Xueyun Li,

Bin Zou

и другие.

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Фев. 21, 2025

ABSTRACT Research on the factors influencing acceptance of GenAI in language learning has expanded widely; however, few studies have focused role emotions. To enhance effectiveness GenAI‐powered English‐speaking instruction and experience, this study expands Integrated Model Technology Acceptance (IMTA) by investigating various emotions willingness to communicate different contexts as intrinsic motivators for conversational chatbots. Using a questionnaire ( n = 368) pre‐ post‐tests, found that EFL learners with higher communicative confidence greater foreign boredom tend perceive chatbots less useful developing speaking skills. While successfully aided them improving their skills through both theme‐based free dialogues, who are more willing engage face‐to‐face interactions peers teachers may not find productive or engaging human counterparts. The results suggest should be aware limitations students' individual differences, integrating into classrooms way aligns student's proficiency preferences create harmonious efficient GenAI‐supported environment. This also underscores importance teachers' AI competence era.

Язык: Английский

Процитировано

0