Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model

ABSTRACT

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.

KEYWORDS:

• ChatGPT
• informal digital learning of English
• technology acceptance model
• structural equation modeling
• AI technology

Acknowledgments

We are thankful to all participants involved in this research.

Data availability statement

The raw data can be made available upon reasonable request.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In this study, ChatGPT refers to the chatbot application powered by GPT-3.5 rather than GPT4.0 because all data were collected before ChatGPT-4.0 was made publicly available on March 14, 2023.

Additional information

Notes on contributors

Guangxiang Liu

Guangxiang Liu is a Ph.D. candidate in Applied English Linguistics in the Department of English, The Chinese University of Hong Kong, Hong Kong SAR, China. His research interests include informal digital learning of English, identity and investment, and digital literacies. He has published in international peer-reviewed journals such as Computer Assisted Language Learning, TESOL Quarterly, and Applied Linguistics.

Chaojun Ma

Chaojun Ma has earned her M.Sc in TESOL from The University of Edinburgh, UK. Her research areas include linguistic landscape and intercultural communication. She has published in international peer-reviewed journals such as Computer Assisted Language Learning, English Today, and Linguistic Landscape.