Understanding secondary students’ continuance intention to adopt AI-powered intelligent tutoring system for English learning

Abstract

Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students’ intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students’ continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students’ intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students’ intention to use ITSs; and (5) students’ continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education.

Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis

“…First, technological advances have radically transformed the educational landscape. Given the flexibility of offering instruction and assessment independent of time and place, the use of technology-based language learning has grown much more prevalent in the post-pandemic era in China (Ni and Cheung, 2022 ). Schools and teachers have been seeking ways to get instructional assistance from these technologies and to enhance the efficacy of technology-based English learning (Svensson et al, 2021 ).…”

“…Nevertheless, following 2015, studies tended to use more advanced interventions (e.g., learning management systems) and better integrate technology with instruction (e.g., the comprehensive model), resulting in a greater impact on Chinese ESLs' reading achievement (e.g., Jia et al, 2013 ; Liu et al, 2018 ; Zhang, 2018 ). The prevalence of technology-based instruction, notably after COVID-19, which has altered traditional teaching and learning, may also be a contributing factor (Ni and Cheung, 2022 ). Teachers and students are gaining expertise and confidence with the use of educational technology, which might result in more effective implementation.…”

“…The present meta-analysis is significant in the following ways. First, considering the effectiveness of educational technology in language learning, many Chinese schools have incorporated technology as an integral part of the English curriculum, particularly after the COVID-19 pandemic, which has led to the implementation of education technology reforms worldwide (Ni and Cheung, 2022 ). Following the challenges of the digital age, schools and teachers are now faced with the dilemma of determining which of the various types of technological interventions best support English instruction in K-12 classrooms.…”

Unveiling the Layers: Analyzing ChatGPT Implementations in Turkish State Universities

“…This facilitates a personalised learning experience for pupils, allowing them to progress at their customised speed while also obtaining tailored assistance (Renz, Krishnaraja, & Gronau, 2020). AI-powered tutoring systems have the capability to provide students with immediate advice and feedback, facilitating their understanding of complex ideas and aiding them in navigating problem-solving tasks (Ni & Cheung, 2023). The use of artificial intelligence (AI) in the grading process of assignments, quizzes, and exams has the potential to alleviate educators from the burden of manual grading, thereby enabling them to allocate their time towards more substantial engagements with their students (Crawford, Cowling, & Allen, 2023).…”

Using online English learning resources: utilitarian and hedonic perspectives

“…However, little attention has been paid to users' continuance intention (CI) to use OELR. Continued use is essential for effective language learning (Chang et al, 2013;Ni and Cheung, 2023). Moreover, continued use also means business sustainability for OELR providers in highly competitive markets, indicating the necessity of research on the antecedents to users' CI.…”