Aug 2026· Journal of Educational Technology Systems· 0 citations· 54 references
TL;DR
This study integrates the Technology Acceptance Model (TAM) and SRL to profile the use of AI tools by 365 Indonesian undergraduate EFL learners for independent learning by using a descriptive-correlational design with a person-centered approach.
Abstract
The effectiveness of AI tools in EFL learning depends not only on technology acceptance but also on learners’ self-regulated learning (SRL). However, prior research often treats learners as homogeneous and overlooks distinct user profiles. This study integrates the Technology Acceptance Model (TAM) and SRL to profile the use of AI tools (e.g., ChatGPT, Grammarly, and translation applications) by 365 Indonesian undergraduate EFL learners for independent learning. Using a descriptive-correlational design with a person-centered approach, data from a closed-ended Likert-scale questionnaire were analyzed through descriptive statistics, Pearson correlation, and two-stage cluster analysis (Ward's and K-Means). The results showed high TAM and SRL levels with significant correlations. Cluster analysis revealed three distinctive profiles: Highly Engaged (28.77%), Moderate (44.11%), and Low Engagement (27.12%). ANOVA confirmed significant differences (p < 0.001). Findings are context-bound and should not be generalized beyond the study setting, particularly across different educational and cultural contexts.
Online Vocabulary Learning Tools (OVLTs) have spread rapidly among adolescent learners, yet the evidence base is concentrated on university populations and Western settings, leaving the self-directed practices of Vietnamese lower secondary students undocumented. This study describes the habits, attitudes and perceived effectiveness of OVLTs among Grade 7 and Grade 8 students at a provincial public school in Dong Nai, Vietnam. A quantitative-dominant mixed-methods design was used. A researcher-developed questionnaire — which separates dedicated vocabulary applications from general-purpose platforms repurposed for vocabulary learning, and separates perceived usefulness from perceived effectiveness at the measurement stage — was administered to four intact classes (172 distributed, 165 valid, 95.9%), and nine students were interviewed. Of the respondents, 145 (87.9%) reported prior OVLT use. General-purpose platforms dominated: online dictionaries (82.8%), YouTube (71.7%) and TikTok (64.8%) were used more widely than the leading dedicated application, Quizlet (58.6%), and significantly more often (M = 3.88 vs 3.27; Wilcoxon z = 5.47, p < .001, r = .53). Sessions were short: 71.7% of users typically studied for 15 minutes or less. Attitudes were positive on all three facets — perceived usefulness (M = 3.96), perceived ease of use (M = 3.92) and affective attitude (M = 3.86) — yet frequency was only moderate and correlated weakly with attitude (r = .21). Perceived effectiveness was ordered efficiency (M = 3.86) > retention (M = 3.79) > academic improvement (M = 3.65), and rose with usage frequency (r = .46, p < .001). Contextual conditions were consequential: digital distraction was the highest-rated contextual item (M = 3.88) and 20.6% of respondents lacked unrestricted device access. The findings position the teacher, rather than the tool, as the pivot between abundant informal exposure and deliberate vocabulary learning, and illustrate the limits of the Technology Acceptance Model when applied to early adolescents.
Loc Trung Nguyen, Ái Huỳnh· International Journal of Adv...· 0 citations
The rapid development of Artificial Intelligence (AI) has significantly reshaped English as a Foreign Language (EFL) education. This study investigates Indonesian EFL students' perceptions of artificial intelligence (AI) use in their language learning, focusing on a gender-based perspective to identify local patterns in gender dynamics in AI-enabled language learning. Using a mixed-methods design, quantitative and qualitative data were collected from 40 undergraduate EFL students (24 females, 16 males) via a structured questionnaire comprising scaled and open-ended items. Quantitative findings revealed a moderate level of self-reported AI dependency, with females showing a slightly higher dependency score (M = 5.50/10, SD = 1.77) than male students (M = 5.13/10, SD = 1.86), though the difference was not statistically significant (p = 0.652). Qualitative thematic analysis revealed more noticeable gender differences in concerns and usage habits: female students expressed greater concerns regarding AI inaccuracies (+27% compared to male students) and greater awareness of access limitations (+25%), while also reporting higher engagement in proofreading and independent verification practices (+25%) to lessen AI errors. Conversely, convenience and speed were primary motivations for both genders. This study suggests that while AI tools offer significant educational benefits, pedagogical interventions should be personalized to address gender-specific usage patterns and concerns, ensuring equitable access and fostering critical thinking to avoid over-reliance.
Qualitative results reflected a paradox in students' perceptions of AI; despite appreciating how AI facilitated skills through the generation of ideas and opportunities for safe practice, students simultaneously expressed concern about cognitive offloading and skill atrophy.
Ibtihal Murad Zangana· مجلة الفتح للبحوث التربوية و...· 0 citations
Learning vocabulary is an important part of mastering English because it helps students understand information and communicate more effectively. Today, many EFL students use social media not only for entertainment but also as a learning resource. One of the platforms that has gained attention is TikTok, which provides various English learning videos that students can access anytime. This study aimed to investigate EFL students' perceptions of using TikTok as a self-directed vocabulary learning tool. A descriptive quantitative design was employed involving 33 undergraduate EFL students. The data were collected through an online questionnaire consisting of 25 statements measured using a five-point Likert scale. The responses were analyzed using descriptive statistics by calculating the mean score for each perception dimension. The results showed that the cognitive dimension obtained the highest mean score (M = 3.85), while both the affective and conative dimensions obtained a mean score of 3.54. All three dimensions were categorized as Agree, indicating that students generally had positive perceptions of using TikTok for independent vocabulary learning. The findings suggest that TikTok can support vocabulary learning by providing flexible access to learning materials, increasing students' interest in learning English, and encouraging them to learn more independently. Therefore, TikTok can be used as a supplementary learning resource to complement English learning inside and outside the classroom.
Motivation is widely acknowledged as a crucial predictor of success in language learning. However, most existing research on AI speaking tools has primarily focused on cognitive outcomes, such as skill enhancement, often neglecting the motivational aspect. This study examined how the integration of AI speaking tools within the English Area (ErA) immersive program affects the learning motivation of Grade XI students at UPTD SMAN 1 Kalukku, West Sulawesi, Indonesia. Using a qualitative case study approach, data were gathered through semi-structured interviews with ten purposively selected students and analyzed via thematic analysis (Braun & Clarke, 2006). Five key themes of motivation emerged: (1) AI as a catalyst for self-directed practice beyond mandatory sessions; (2) decreased speaking anxiety facilitated by non-judgmental AI interactions; (3) goal-oriented instrumental motivation linked to career and academic goals; (4) motivation challenges due to connectivity issues and barriers to accessing premium features; and (5) social motivation strengthened by the ErA immersive environment. The findings suggest that AI speaking tools—mainly Google Translate's speaker feature, Duolingo, and ChatGPT—enhanced both intrinsic and extrinsic motivation by providing unlimited, low-pressure practice opportunities. The ErA program also added social pressure that supported individual practice driven by AI. These findings expand the application of Self-Determination Theory and Dornyei's L2 Motivational Self System to AI-enhanced immersive language learning, with notable implications for instructional strategies in resource-limited settings.
Ariani Alimuddin, Andi Anto Patak, Yunitari Mustikawati· International Journal of Lan...· 0 citations
This study investigated the cognitive, affective, and value-based determinants of higher education learners’ intention to continue using AI chatbot assistance with the extended Technology Continuance Theory (TCT), demonstrating that perceived usefulness and perceived ease of use play central roles in shaping learners’ attitudes, attitudes, and continuance intention.
K. Kavitha, V. P. Joshith· Journal of educational compu...· 0 citations
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