Exploring ChatGPT's Role in EFL Learning through the Technology Acceptance Model: Perspectives from Saudi Students
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| Pubblicato in: | Contemporary Educational Technology vol. 17, no. 4 (2025) |
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Contemporary Educational Technology
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| Accesso online: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 3279385702 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3279385702 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1488799 | ||
| 100 | 1 | |a Alsaedi, Najah S | |
| 245 | 1 | |a Exploring ChatGPT's Role in EFL Learning through the Technology Acceptance Model: Perspectives from Saudi Students | |
| 260 | |b Contemporary Educational Technology |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Undergraduate Students | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Technology Uses in Education | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Gender Differences | ||
| 653 | |a Instructional Program Divisions | ||
| 653 | |a Experience | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Usability | ||
| 653 | |a Intention | ||
| 653 | |a Barriers | ||
| 653 | |a Student Characteristics | ||
| 653 | |a Grade Point Average | ||
| 773 | 0 | |t Contemporary Educational Technology |g vol. 17, no. 4 (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3279385702/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1488799 |