Artificial intelligence (AI) and machine learning have equipped Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) with more advanced technology, such as individual tutoring systems, automatic speech recognition and speech evaluation systems. Some AI speech evaluation programs have been developed to help EFL learners practice speaking skills (e.g. Doulingo, IELTS Smart Learning and EAP Talk). However, very few studies evaluated users' acceptance of AI speech evaluation programs with a framework or model, such as the Technology Acceptance Model (TAM) which is a popular model used for examining users' acceptance of technology (Davis, 1989; Teo, 2010), or the Integrated Model of Technology Acceptance (IMTA) (Fagan, Neill & Wooldridge, 2008), which is adapted from Davis (1989)'s prestigious TAM. The IMTA has been used to examine the perceptions and acceptance of CALL, such as online learning, mobile learning, and learning management systems. In the wake of the AI revolution, whether IMTA can be applied to empirical research on AI-assisted language learning is still an under-researched field. Therefore, this paper intends to analyze an AI speech evaluation system for English speaking practice, in the context of higher education through the IMTA. Research instruments encompassed questionnaires (n = 224) and semi-structured interviews (n =21). All participants who are EFL learners from 47 universities used an AI speech evaluation program to practice speaking skills. The results suggested that (1) most participants found the AI program useful, pleasant and easy to use. They also strongly intended to use it; (2) perceived usefulness (PU) and perceived enjoyment (PE) are significant predicting factors for behavioural intention to use (BI). Meanwhile, problems related to user interface design, the accuracy of automatic feedback and especially the lack of face-to-face interaction were reported. This study demonstrated how IMTA could be applied in AI programs for EFL speaking practice. The findings also offer insights into further research and development in AI tools for EFL speaking practice.
References
Davis, F. D. (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Fagan, M. H., Neill, S., & Wooldridge, B. R. (2008) Exploring the intention to use computers: An empirical investigation of the role of intrinsic motivation, extrinsic motivation, and perceived ease of use. Journal of Computer Information Systems, 48(3): 31-37.
Teo, T. (2010) An empirical study to validate the technology acceptance model (tam) in explaining the intention to use technology among educational users. International Journal of Information and Communication Technology Education, 6(4), 1-12.
Bibliography
Bin Zou is an associate professor at the Department of Applied Linguistics, Xi'an Jiaotong-Liverpool University, China. With a PhD degree from the University of Bristol, UK, his research interests include ELT, EAP, CALL and AI. He is the Editor-in-Chief of the International Journal of Computer-Assisted Language Learning and Teaching.
