Artificial intelligence-based educational technologies, especially ChatGPT-4o, have the potential to revolutionize education, and the adoption of these technologies is closely related to perceptual and emotional status of the users. The present study investigated the factors affecting the adoption of ChatGPT-4o by English language instructors in Turkey using Extended Technology Acceptance Model. Stratified sampling was used to select 30 universities in the “Social Sciences and Humanities-Language and Literature” category, with quality scores between 20 and 60. A total of 480 English Language Instructors employed at the Schools of Foreign Languages at these universities participated in the study. The study analyzed the effects of variables such as social influence, perceived trust, perceived enjoyment, artificial intellegence anxiety and artificial intellegence self-efficacy on perceived ease of use, perceived usefulness, and behavioral intention to use. The analyses were conducted using the PLS-SEM method and revealed that perceived trust and social influence played a key role in the acceptance of the benefits of the technology, while perceived enjoyment improved perceived ease of use. The negative effect of artificial intellegence anxiety on perceived ease of use reflected English language instructors’ reluctance to adopt ChatGPT-4o. The results showed that social, perceptual, and emotional factors were critical to the acceptance in the adoption of ChatGPT-4o. The results of the current study suggest that strategies should be developed to improve English language instructors’ perceptions of artificial intellegence technologies in order to ensure the active use of artificial intellegence-based technologies and ChatGPT-4o in education.
- Inicie sesión para enviar comentarios