Exploring English as a foreign language learners’ adoption and utilisation of ChatGPT for speaking practice through an extended technology acceptance model
Abstract
ABSTRACT ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires from 212 Chinese EFL learners and semi‐structured interviews with 12 participants, the research underscores that a positive attitude toward ChatGPT significantly influences learners’ intention to adopt ChatGPT for English‐speaking practice. Moreover, facilitating conditions significantly predict the perceived ease of use. The qualitative results shed light on ChatGPT's effectiveness and convenience in developing English‐speaking skills, its potential to simulate IELTS exams and situational dialogues, and identifying certain scenario‐specific limitations.
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The TAM has been extensively used to explain students' technology acceptance.
“The TAM has been extensively used to explain students’ technology acceptance [52,53].”
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Chen, X., Zou, B., & Wang, C. (2026) · Journal of China Computer-Assisted Language Learning · doi:10.1515/jccall-2025-0034
“Therefore, English teachers and practitioners play an important role in instructing learners how to put in accurate prompts so as to obtain e ffi cient spoken dialogue practice, which aligns with the viewpoint of Zou et al. (2025).”
InfluentialFormative Assessment and Writing Anxiety
Shi, J., & Miao, C. (2026) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.411198
ChatGPT and Adult English Language Learning: A Scoping Literature Review
Askari, M., & Yazdani, J. (2026) · New Horizons in Adult Education and Human Resource Development · doi:10.1177/19394225261454716
Zhong, L., & Ma, X. (2026) · Research Papers in Education · doi:10.1080/02671522.2026.2690538
Jin, Y., & Wang, J. (2026) · European Journal of Education · doi:10.1111/ejed.70764
Xia, D., Sun, H., Pae, H. K., & Chen, Y. (2026) · English for Specific Purposes · doi:10.1016/j.esp.2026.07.004
Shen, L., Zh, W., T’ng, S. T., & Ho, K. H. (2026) · SAGE Open · doi:10.1177/21582440261462976
Teachers’ adoption of GenAI: a model integrating ethics and creativity
Onbaşılı, Ü. İ., Batı, K., Yetişir, M. İ., & Doğan, C. D. (2026) · Educational Studies · doi:10.1080/03055698.2026.2710334
Li, B., Qin, Q., Ao, Y., He, X., & (李雨黎), Y. L. (2026) · SAGE Open · doi:10.1177/21582440261468418
Zhang, W., & Hu, J. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2712400
Profiling Undergraduate EFL Learners’ Use of AI Tools: A Person-Centered Analysis of TAM and SRL
Rahmani, E. F. (2026) · Journal of Educational Technology Systems · doi:10.1177/00472395261480325
Predictors of Perceived Ease of Use with ChatGPT. An Experience with University Multimedia Students
Condori-Chuctaya, J., Castellanos-Carrillo, M., & Gutiérrez-Aguilar, O. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-25652-2_9
Zhao, K., Shirvan, M. E., Taherian, T., & Li, X. (2026) · TESOL Quarterly · doi:10.1002/tesq.70224
Liang, H., & Wang, H. (2026) · European Journal of Education · doi:10.1111/ejed.70847
Sutrah, S., & Agung, M. (2026) · Jurnal Riset dan Inovasi Pembelajaran · doi:10.51574/jrip.v6i2.5740
Phan, T. T. H., Phan, N. H. S., & Trang, L. T. (2026) · Discover Education · doi:10.1007/s44217-026-02167-5
“…8, 9, 58, 74]; (2) sense of relatedness with a helpful and understanding peer to avoid the embar-rassment of feeling judged [3, 8, 11, 24, 65, 71, 78]; (3) perceived usefulness internalized into satisfaction when the values enhanced their confidence, developing an internal enjoyment [3, 6, 15,…”
InfluentialHou, H., Miao, C., & Shi, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1920084
“Currently, as an emerging construct within the field of L2 emotion research, the main focus of L2 resilience studies centers on its relationship with self-efficacy, motivation, and engagement (Wang et al., 2025), while also focusing on the influence of L2 enjoyment on resilience (Aghayani et al., 2024).”
InfluentialWang, R., & Li, J. (2026) · Behavioral Sciences · doi:10.3390/bs16101770
“Their major affordances include high accessibility, repeated practice, immediate responses, multimodal input, personalised reinforcing the need to separate AI-directed WTC from human-directed WTC (Peng & Liang, 2025; Zou et al., 2025).”
- Authors
- Zou, B., Wang, C., Yan, Y., Du, X., & Ji, Y.
- Affiliations
- Xi’an Jiaotong-Liverpool University (CN)
- University of Liverpool (GB)
- School of the Arts University of Liverpool Liverpool UK
- Corresponding author
- Wang, Chenghao
- Venue
- International Journal of Applied Linguistics
- Publisher
- Wiley
- Published
- 2024-11-20
- Volume
- 35
- Issue
- 2
- Pages
- 689-704
- ISSN
- 0802-6106 (ISSN-L)
- 1473-4192
- OpenAlex
- W4404602293
- Cited by
- 66
- References
- 71
- Citations by year
- 2026: 43 · 2025: 22 · 2024: 1
- FWCI
- 103.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Applied Linguistics (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- ChatGPT, EFL learners, speaking practice, extended technology acceptance model, technology adoption, attitudes toward AI, perceived ease of use, facilitating conditions, English speaking skills, IELTS preparation, Chinese learners
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