Najah S. Alsaedi ^{1 *}

CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep594

https://doi.org/10.30935/cedtech/17302

Submitted: 19 March 2025, Published Online: 18 October 2025

OPEN ACCESS   37 Views   13 Downloads

Download Full Text (PDF)

Abstract

This study employed the technology acceptance model to explore Saudi undergraduates’ perspectives on using ChatGPT for English as a foreign language learning. It also aimed to explore the impact of gender, academic level, and experience with ChatGPT on their perceptions. A descriptive quantitative approach was used, using a web-based questionnaire for data collection. The results indicated that students perceived ChatGPT as useful and easy to use, and they demonstrated strong behavioral intentions to use it. However, they expressed concerns about potential overreliance and academic dishonesty. The analysis showed no significant gender differences in perceived usefulness (PU), negative attitudes, or behavioral intention; however, females reported slightly higher positive attitudes and greater ease of use compared to males. The results also indicated that students’ perceptions varied based on their academic level, but there were no differences in perceived ease of use and behavioral intention. This suggests a consistent recognition of ChatGPT’s usability and intention to use across different academic levels. The findings also revealed that students’ familiarity and experience with ChatGPT significantly enhanced its PU, ease of use, and overall acceptance. The detailed findings and their implications for both practical applications and policymaking are discussed.

References

Citation