Scholarlink

<p>This study investigates in-service university English as a Foreign Language (EFL) teachers’ affective and cognitive responses to Generative AI (ChatGPT) within an extended Technology Acceptance Model (TAM). Drawing on 187 valid survey responses and qualitative analysis of open-ended reflections, the study examines the emotional experiences and cognitive evaluations that influence teachers’ willingness to integrate ChatGPT into their daily teaching practices. The findings indicate that perceived usefulness and perceived ease of use significantly shape teachers’ attitudes, which in turn predict their behavioural intentions to adopt ChatGPT. Self-efficacy and facilitating conditions positively affect perceived ease of use, whereas perceived anxiety and technological complexity show no direct effects. Furthermore, mediation analysis reveals that facilitating conditions and self-efficacy indirectly foster acceptance through the core TAM variables. In addition, prior AI experience was found to exert minimal influence on teachers’ attitudes. Qualitative evidence highlights that frontline EFL teachers value ChatGPT’s potential for lesson planning, content generation, and student engagement, yet remain concerned about tool reliability, digital equity, and pedagogical alignment. Taken together, these insights underscore the pivotal role of university-level practitioners in shaping the successful implementation of ChatGPT. The study calls for sustained institutional support, targeted hands-on training, and user-centred design to bridge the gap between theory and practice in generative AI-assisted EFL higher education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月2日

查看全文
  • Chenghao Wang,
  • Bin Zou,
  • Weilei Zhang,
  • Yiran Du,
  • Wei Hu

摘要

This study investigates in-service university English as a Foreign Language (EFL) teachers’ affective and cognitive responses to Generative AI (ChatGPT) within an extended Technology Acceptance Model (TAM). Drawing on 187 valid survey responses and qualitative analysis of open-ended reflections, the study examines the emotional experiences and cognitive evaluations that influence teachers’ willingness to integrate ChatGPT into their daily teaching practices. The findings indicate that perceived usefulness and perceived ease of use significantly shape teachers’ attitudes, which in turn predict their behavioural intentions to adopt ChatGPT. Self-efficacy and facilitating conditions positively affect perceived ease of use, whereas perceived anxiety and technological complexity show no direct effects. Furthermore, mediation analysis reveals that facilitating conditions and self-efficacy indirectly foster acceptance through the core TAM variables. In addition, prior AI experience was found to exert minimal influence on teachers’ attitudes. Qualitative evidence highlights that frontline EFL teachers value ChatGPT’s potential for lesson planning, content generation, and student engagement, yet remain concerned about tool reliability, digital equity, and pedagogical alignment. Taken together, these insights underscore the pivotal role of university-level practitioners in shaping the successful implementation of ChatGPT. The study calls for sustained institutional support, targeted hands-on training, and user-centred design to bridge the gap between theory and practice in generative AI-assisted EFL higher education.