Determinants of Generative Artificial Intelligence use in language learning among pre-service EFL teachers

Abstract

Abstract The integration of technology in education has significantly transformed traditional teaching and learning paradigms, especially in the realm of language education. This study focuses on the role of generative artificial intelligence (AI) tools, such as ChatGPT, as innovative resources that enhance language learning through features like instant feedback, conversational practice, and personalized learning paths. Specifically, this research investigates the factors influencing the adoption of generative AI, particularly ChatGPT, among pre-service English as a Foreign Language (EFL) teachers in Indonesia. Utilizing the Technology Acceptance Model (TAM), the study examines perceptions of usefulness, ease of use, and other critical determinants affecting the acceptance of generative AI tools in language learning environments. A quantitative approach was employed, gathering data from 785 pre-service EFL teachers across three Indonesian universities through an online survey distributed via university platforms and social media. A structured questionnaire was developed based on TAM constructs and relevant literature. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. The findings revealed that nine out of the thirteen initial hypotheses received empirical support, highlighting the significance of various factors in the adoption of generative AI among pre-service EFL teachers. Notably, the intention to use generative AI emerged as a robust predictor of actual usage behavior, supporting existing literature on technology adoption and emphasizing the importance of learners’ intentions in engaging with new technologies.