Factors influencing the acceptance and use of ChatGPT among English as a foreign language learners in Saudi Arabia

Hind M. Alotaibi (), Suhad S. Sonbul and Dina A. El-Dakhs
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Hind M. Alotaibi: King Saud University
Suhad S. Sonbul: Umm Al-Qura University
Dina A. El-Dakhs: Prince Sultan University

Palgrave Communications, 2025, vol. 12, issue 1, 1-13

Abstract: Abstract With accelerating advancements in artificial intelligence (AI) technologies, which have provided new possibilities for language learning and teaching, this study explored the factors influencing the use of a popular AI tool, ChatGPT, for English language learning among post-secondary students in Saudi Arabia. A technology acceptance model (TAM) questionnaire was administered, which yielded 184 responses (31 males, and 153 females). The results revealed that the perceived ease of use and usefulness significantly affected ChatGPT adoption. However, no significant relationship was found between perceived ease of use and attitudes, suggesting that learners’ attitudes were influenced more by the tool’s benefits and value for language learning. A strong positive relationship was found between Perceived Usefulness (PU) and Attitude (AT), indicating that when learners perceive ChatGPT as useful, they have favourable attitudes toward it. Educators should emphasize these benefits and integrate ChatGPT into English as a foreign language (EFL) classroom to enhance language skills. A positive attitude toward ChatGPT leads to stronger behavioural intention to use it, which positively predicts actual use. Other factors, such as gender, education level, duration of usage, and IT skills, were also examined. The results showed that female respondents had more positive attitudes; master’s students perceived it as easier to use than diploma students; and longer usage durations were linked to a higher perceived ease of use. Understanding the impact of these factors can inform the integration of AI-powered tools in EFL teaching and learning environments, with interventions and support systems that promote learners’ intentions to use these tools and facilitate their actual usage.

Date: 2025
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DOI: 10.1057/s41599-025-04945-2

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