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Description
This study investigates the factors influencing Chinese-major students’ intentions to use AI in Chinese language learning. Grounded in an extended Technology Acceptance Model, the study examines the effects of perceived usefulness, perceived ease of use, AI literacy, and academic integrity awareness on students’ behavioral intentions.
A quantitative research design is employed, using a questionnaire survey with Chinese-major students at selected universities in Hanoi, Vietnam. Data are analyzed using statistical methods to examine relationships among variables.
The findings indicate that perceived usefulness and AI literacy significantly enhance students’ intentions to use AI, while academic integrity awareness has a constraining effect due to ethical concerns in academic contexts.
The study highlights the importance of integrating AI literacy into TESOL practice and provides implications for curriculum design and assessment reform that promote responsible AI use, learner agency, and ethical engagement with AI technologies.
Keywords: ai literacy; chinese language learning;chinese-major students, technology acceptance model, academic integrity
