技术接受模型
心理学
聊天机器人
可用性
独创性
结构方程建模
实证研究
价值(数学)
数学教育
社会心理学
知识管理
计算机科学
万维网
人机交互
认识论
机器学习
哲学
创造力
作者
Guangxiang Liu,Chaojun Ma
标识
DOI:10.1080/17501229.2023.2240316
摘要
Purpose This study aims to generate empirical insights into the extent to which ChatGPT, a highly capable AI chatbot building on OpenAI's GPT family, is perceived and leveraged by EFL learners beyond the classroom.Design/Methodology This quantitative cross-sectional investigation draws upon the technology acceptance model (TAM) as developed by (Davis, F. D. 1989. “Perceived Usefulness, Perceived Ease of use, and User Acceptance of Information Technology.” Management Information System Quarterly 13 (3): 983–1003) to conceptualize EFL learners’ attitudes, intentions, and actual behaviors of using ChatGPT in their informal digital learning of English. A total of 405 EFL learners answered the revised TAM questionnaire with scales including Perceived Ease of Use, Perceived Usefulness, Attitude, Behavioral Intention, and Actual Use.Findings The results of structural equation modeling analyses indicated that while Perceived Ease of Use fails to predict learners’ Attitude directly, it can influence Attitude through the full mediator Perceived Usefulness. It was also found that learners who take positive attitudes toward the usefulness of ChatGPT tend to demonstrate a higher level of Behavioral Intention, which positively and strongly predicts their Actual Use of ChatGPT in English learning outside the classroom.Originality/value This study provides empirical evidence that supports the potential of ChatGPT as a powerful language-learning tool that EFL learners should utilize to participate in the ecological CALL creatively and productively.
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