Automated Writing Evaluation (AWE) has been widely applied in computer-assisted language learning (CALL) in China. However, little is known about factors that influence learners’ intention to use AWE. To this end, by adding two external factors (i.e. computer self-efficacy and computer anxiety) to the technology acceptance model (TAM), we surveyed 245 Chinese college students and tested a number of proposed hypotheses using their response data. Results revealed that learners’ behavioural intention to use AWE is directly determined by perceived usefulness, attitude towards using, and computer self-efficacy; and it is indirectly influenced by learners’ perceived ease of use; learners’ computer self-efficacy and computer anxiety play no role to perceived usefulness. Instead, they significantly affect perceived ease of use. Implications of these results are discussed as well.
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