Determinants of GenAI Tools Acceptance for English learning among Vietnamese EFL Engineering Students
DOI:
https://doi.org/10.54855/callej.262724Keywords:
AI acceptance, language learning, affective attitude, EFL, cognitive attitudeAbstract
As Artificial Intelligence (AI) has become increasingly adopted in language education, empirical research on students’ acceptance of these tools in specific EFL contexts remains scarce. Research on engineering students whose academic training is not language-focused is scare. This study addresses the gap and investigates factors affecting Vietnamese EFL engineering students’ acceptance of AI tools. An online questionnaire was distributed to the students, and 450 valid responses were analyzed using SPSS version 26. The study demonstrates that novelty value, perceived humanness, effort expectancy, performance expectancy, cognitive attitude, and affective attitude account for 60.5% of the variance in willingness to utilize AI tools. Notably, performance expectancy emerges as a primary factor whilst cognitive and affective attitude predominantly influence acceptance. These findings contribute to technology acceptance research in EFL contexts and offer implications for integrating AI tools into English language learning for non-language major students.
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