Acceptance of Artificial Intelligence in English Learning: Perceptions of A2-B1 Level University Students at the University of Guayaquil
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Abstract
Artificial intelligence (AI) has gained relevance in language learning within higher education by enabling personalized practice, immediate feedback, and autonomous support. This study examined university students’ acceptance of AI tools in learning English as a foreign language at the A2 and B1 proficiency levels, based on the Technology Acceptance Model (TAM). A quantitative, non-experimental, cross-sectional, and correlational design was employed. Using non-probabilistic convenience sampling, 296 students from the University of Guayaquil participated in the study. The instrument consisted of a 15-item Likert-scale questionnaire grounded in TAM, validated through expert judgment and piloted with 30 students to ensure clarity and reliability. Data were analyzed using SPSS. The results demonstrated strong internal consistency (α= .879–.912) and statistically significant positive correlations among perceived usefulness and behavioral intention (r = .767, p < .001), perceived ease of use and behavioral intention (r = .709, p < .001), and perceived usefulness and perceived ease of use (r = .694, p < .001). Findings indicate a generally favorable perception of AI tools; however, their sustained pedagogical integration requires structured guidance and strengthened digital literacy among students.
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