Exploring ChatGPT literacy as predictor and moderator in enhancing informal digital learning of English (IDLE): a partial least square analysis

Purpose This study aims to explore the role of ChatGPT literacy within the technology acceptance model (TAM) framework and its potential for learners of English as a foreign language (EFL), whereby ChatGPT is integrated into their informal digital learning of English activities. Design/methodology/approach Data from 543 Chinese EFL learners were collected using a cross-sectional quantitative method. The relationships between six factors, namely, ChatGPT literacy, perceived ease of use, perceived usefulness, attitude, behavioral intention and actual use, were conceptualized and tested based on the TAM framework. The conceptualized model was verified using partial least squares structural equation modeling. Findings The findings indicated that ChatGPT literacy is a significant predictor of perceived ease of use and perceived usefulness, which were the two core variables with a significant impact on attitude. Perceived ease of use positively influenced perceived usefulness, indicating the mediating role of perceived usefulness in this path. Attitude significantly and positively influenced behavioral intention, which positively predicted actual use. Moreover, ChatGPT literacy moderated the relationship between behavioral intention and actual use. Originality/value This study extends the TAM framework by incorporating ChatGPT literacy as a predictor and moderator between behavioral intention and actual use. Empirical evidence is further offered for including ChatGPT as a language-learning instrument with great potential for EFL learners in extramural EFL learner settings.