Understanding CFL Learners’ Perceptions of ChatGPT for L2 Chinese Learning: A Technology Acceptance Perspective

Abstract

Abstract While ChatGPT has received increasing attention in the age of artificial intelligence, little effort has been made to investigate Chinese as a foreign language (CFL) learners’ acceptance of ChatGPT use for Chinese learning. This mixed-method study aims to unpack CFL learners’ intentions and perceptions of leveraging ChatGPT for learning purposes by integrating the technology acceptance model and social cognitive theory. To this end, quantitative data were collected from 120 CFL learners by using questionnaires tapping into perceived ease of use, perceived usefulness, behavioral intention, facilitating conditions, and growth mindset, and analyzed by partial least squares structural equation modeling. Quantitative data were supplemented by qualitative data in the form of learners’ responses to an open-ended question. Quantitative results indicated that perceived usefulness, growth mindset, and facilitating conditions were significant antecedents of learners’ intention to use ChatGPT, while perceived ease of use was not. The qualitative findings revealed students’ varied perspectives on integrating ChatGPT into the Chinese learning process. The study sheds light on the underlying mechanisms of CFL learners’ behavioral intention to use ChatGPT and provides context-specific and nuanced insights into CFL learners’ perceptions of ChatGPT-assisted language learning.

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