A double blind peer reviewed online publication with in-print supplement since 2010    ISSN: 1949-260X

JTCLT Abstract

Volume 15 Number 1, 2024
Full issue PDF

Li, N., Zhang, L., Lau, K. L., & & Liang, Y. (2024). Predicting Chinese Language Learners' ChatGPT Acceptance in Oral Language Practices: The Role of Learning Motivation and Willingness to Communicate. Journal of Technology and Chinese Language Teaching, 15(1), 25-48.
[李诺恩, 张岚, 刘洁玲, & 梁宇. (2024). 预测中文学习者在口语练习中对ChatGPT的接受度:学习动机和交流意愿的作用. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 15(1), 25-48.]

Full paper


Despite an increased interest in the potential benefits of ChatGPT for foreign language education, learners' intentions to use ChatGPT as a learning tool have so far received little research attention. This study aims at exploring Chinese language learners' acceptance of ChatGPT in oral language practices and its influencing factors based on the technology acceptance model (TAM). Data were collected from 375 Mongolian learners who learned Chinese as a foreign language (CFL) and analyzed by means of partial least squares structural equation modeling (PLS-SEM). The results indicated that learning motivation and willingness to communicate are critical antecedents of ChatGPT acceptance, and willingness to communicate has a critical mediating role on the link between the three motivational determinants (self-efficacy, utility value, and attainment value) and TAM variables. Prediction-oriented segmentation (POS) was further carried out and found unobserved heterogeneity among CFL learners' formation of ChatGPT acceptance rooted in the years of Chinese learning. The findings suggest the theoretical strengths of TAM in explaining CFL learners' adoption of AI-assisted language practices. Meanwhile, it underlies the importance to understand learners' psychological attributes before introducing technology-assisted speaking practices. Pedagogical insights into how to enhance ChatGPT acceptance among different learner populations were also offered.


This website is supported by
Department of World Languages, Literatrues, and Cultures, Middle Tennessee State University
Page last updated: 2020-12-31