Exploring ChatGPT’s role in EFL learning through the technology acceptance model: Perspectives from Saudi students
Open accessAbstract
This study employed the technology acceptance model to explore Saudi undergraduates’ perspectives on using ChatGPT for English as a foreign language learning. It also aimed to explore the impact of gender, academic level, and experience with ChatGPT on their perceptions. A descriptive quantitative approach was used, using a web-based questionnaire for data collection. The results indicated that students perceived ChatGPT as useful and easy to use, and they demonstrated strong behavioral intentions to use it. However, they expressed concerns about potential overreliance and academic dishonesty. The analysis showed no significant gender differences in perceived usefulness (PU), negative attitudes, or behavioral intention; however, females reported slightly higher positive attitudes and greater ease of use compared to males. The results also indicated that students’ perceptions varied based on their academic level, but there were no differences in perceived ease of use and behavioral intention. This suggests a consistent recognition of ChatGPT’s usability and intention to use across different academic levels. The findings also revealed that students’ familiarity and experience with ChatGPT significantly enhanced its PU, ease of use, and overall acceptance. The detailed findings and their implications for both practical applications and policymaking are discussed.
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Many EFL learners already rely on generative AI tools to generate ideas, reorganise sentences and correct grammar.
“Recent studies indicate that many EFL learners already rely on such tools to generate ideas, reorganise sentences and correct grammar.”
From A New Era with Artificial Intelligence Powered Learner Corpora for Teaching and Learning of English as a Second Language in Primary School Education (2025) · cites this paper as Alsaedi, 2025
The Discussion (page unavailable) says students rated ChatGPT most useful for writing and describes its ability to correct structural and grammatical errors. The cited paper does not establish that many EFL learners already rely on it to generate ideas or reorganise sentences; its results concern perceived usefulness rather than those specific usage patterns. (LLM, conf=0.84)
Experimental — accuracy not yet measuredLearners generally report high perceived usefulness and ease of use of generative AI tools, in line with TAM.
“Learners generally report high perceived usefulness and ease of use, in line with the TAM (Alsaedi, 2025; Alghasab, 2025).”
From A New Era with Artificial Intelligence Powered Learner Corpora for Teaching and Learning of English as a Second Language in Primary School Education (2025) · cites this paper as Alsaedi, 2025
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- Authors
- Alsaedi, N. S.
- Affiliations
- Saudi Electronic University (SA)
- Corresponding author
- Alsaedi, Najah S.
- ORCID
- Alsaedi, Najah S.
- Venue
- Contemporary Educational Technology
- Publisher
- Bastas Publications
- Published
- 2025-10-18
- Volume
- 17
- Issue
- 4
- Pages
- ep594
- ISSN
- 1309-517X (ISSN-L)
- OpenAlex
- W4415313874
- Cited by
- 4
- References
- 32
- Citations by year
- 2026: 4
- FWCI
- 3.98
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Contemporary Educational Technology (publishedVersion, cc-by)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- ChatGPT, English as a foreign language learning, technology acceptance model, student perceptions, gender differences, perceived usefulness, perceived ease of use, behavioral intention, academic dishonesty, overreliance on AI, AI experience, academic level
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