Speakers
Description
ChatGPT has emerged as a promising tool for supporting English as a Foreign Language (EFL) speaking practice by providing learners with accessible, interactive, and personalised opportunities for communication beyond the classroom. However, little is known about the factors influencing learners’ intention to adopt this technology before actual use. Drawing on an extended Technology Acceptance Model (TAM), this study investigates the factors shaping Vietnamese university students’ intention to adopt ChatGPT for English-speaking practice. A cross-sectional survey was conducted with 180 undergraduate EFL students from three universities in Vietnam. Data were collected using a structured questionnaire measuring perceived usefulness, perceived ease of use, attitude toward use, facilitating conditions, AI self-efficacy, and behavioural intention. Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS 4 was employed to assess the measurement and structural models. The results revealed that perceived usefulness was the strongest predictor of behavioural intention, followed by AI self-efficacy and attitude toward use. Perceived ease of use indirectly influenced behavioural intention through perceived usefulness, while facilitating conditions exerted a weaker but significant positive effect. The proposed model explained a substantial proportion of the variance in learners’ intention to adopt ChatGPT for speaking practice. These findings suggest that developing learners’ confidence in using AI tools and providing structured pedagogical and technical support are essential to promoting the effective adoption of ChatGPT in EFL speaking instruction. The study extends the Technology Acceptance Model by offering empirical evidence on pre-use acceptance of generative AI in Vietnamese higher education.
Keywords: ChatGPT voice chat, EFL speaking, technology acceptance model, behavioural intention
