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Abstract
The rapidly development of generative artificial intelligence (AI), particularly ChatGPT, has created many new opportunities for learning English. Based on the Unified Model of Technology Acceptance and Use (UTAUT), this study investigates the acceptance and use of ChatGPT by students in learning English at Ha Giang Campus of Thai Nguyen University - a mountainous region in northern Vietnam. The study used a mixed-methods approach with a survey questionnaire of 874 university students. The questionnaire was constructed according to the UTAUT model and supplemented with two open-ended questions to explore the barriers and suggestions students have when using ChatGPT. The scale has high reliability (Cronbach's Alpha = 0.973). Data were analyzed using descriptive statistics combined with content analysis. The results show that the majority of students have a positive attitude and intend to continue using ChatGPT to learn English. ChatGPT is primarily used for vocabulary learning, grammar checking, translation, writing support, and homework assistance. However, students still face several barriers, such as not knowing how to write effective prompts, difficulty evaluating the accuracy of answers, concerns about reliance on AI, and limitations in internet access. This research offers suggestions for instructors and universities on how to support students in using ChatGPT effectively and responsibly in English language teaching and learning.
Keywords: ChatGPT, generative artificial intelligence, English language learning, UTAUT, higher education.
