Exploring ChatGPT Literacy as Predictor and Moderator in Enhancing Informal Digital English Learning: A Partial Least Square Analysis
No Thumbnail Available
Date
Authors
Xiaomeng Li
Lei Mee Thien
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Description
Purpose- Utilizing the Technology Acceptance Model (TAM), the present study intends to explore the role of ChatGPT literacy within TAM framework and the potential for EFL learners to integrate ChatGPT into their IDLE activities.
Methodology- The data was collected from 543 Chinese EFL learners of higher education by cross-sectional quantitative method, relationship between six factors including ChatGPT literacy,perceived ease of use, perceived usefulness, attitude, behavioral intention and actual use were conceptualized and tested based on TAM framework. The conceptualized model was verified by PLS-SEM approach.
Findings- The findings indicated that ChatGPT literacy is a significant predictor of perceived ease of use and perceived usefulness. The two core variables also have significant impact on attitude respectively. Meantime, perceived ease of use also positively influences perceived usefulness which indicated the mediation role of perceived usefulness on this path. Attitudes significantly and positively influence behavioral intention which positively anticipates actual use. Moreover, ChatGPT literacy also moderates the relationship between behavioral intention and actual use.
Originality/value- The current study extended the TAM framework by incorporating ChatGPT literacy as a predictor and a moderator variable between behavioral intention and actual use. The study offers empirical evidence of the utilization of ChatGPT as a language-learning instrument with great potential for EFL learners in extramural settings of EFL learners.