Manuscript received March 9, 2024; revised April 17, 2024; accepted May 10, 2024; published August 13, 2024
Abstract—The aim of this research was to investigate the influence of students’ beliefs of ChatGPT on their intentions to use it for learning English as a second language (ESL). The Theory of Planned Behavior (TPB) was employed to explore how students’ attitudes, subjective norms, and perceived behavioral control, acting as mediators, influenced their intention of using innovative technology. A total of 167 undergraduate students in Vietnam participated in the survey research. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the relationships. Results showed positive effects of attitude, subjective norms, and perceived behavior control on behavioral intention to use ChatGPT in ESL learning. Moreover, students’ behavior beliefs, normative beliefs, and control beliefs could positively predict their attitude, subjective norms, and behavior control, respectively. The findings illustrated the potential theoretical and practical implications of the TPB in the context of learning ESL through ChatGPT.
Keywords—ChatGPT, beliefs, theory of planned behavior, learning English as a second language, higher education
Cite: Duong Hoang Thuy Tran, Yi-Fang Lee, Hsinling Sonya Hung, Wen-Chung Kao, and Hoang Bao Ngoc Nguyen, "The Influence of Students’ Beliefs of ChatGPT on Their Intentions of Using ChatGPT in Learning Foreign Languages," International Journal of Information and Education Technology vol. 14, no. 8, pp. 1044-1051, 2024.