Exploring EFL students’ use of generative AI for academic writing: An extension of the UTAUT2 model
TL;DR
An extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model is employed by integrating AI self-efficacy and AI trust to investigate the factors influencing EFL students’ intention and actual use of GenAI in academic writing.
Abstract
Generative artificial intelligence (GenAI) has shown potential in supporting academic writing, yet limited research addressed the intention and actual use of this technology by foreign language students. To address this gap, the study employs an extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model by integrating AI self-efficacy and AI trust to investigate the factors influencing EFL students’ intention and actual use of GenAI in academic writing. An online survey using a cross-sectional design involving 481 purposively selected EFL students from Indonesian universities was analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The results revealed that performance expectancy, effort expectancy, social influence, habit, and AI self-efficacy significantly shaped EFL students’ intentions to use GenAI for academic writing, while behavioral intention, habit, and AI self-efficacy significantly influence actual use. In contrast, AI trust, facilitating conditions, and hedonic motivation show no significant effect on either intention or actual use. The model demonstrated strong explanatory power, with R² values of 0.806 for behavioral intention and 0.617 for actual use. The study enhances the explanatory power of UTAUT2 in GenAI-supported academic writing and offers practical insights for pedagogy and policy to promote GenAI literacy, critical evaluation skills, and responsible use in academic writing.