College Students' Behavioural Intentions of AI‐Assisted Language Learning: Based on the Technology Acceptance Model

ABSTRACT Background Study The combination of artificial intelligence (AI) and foreign language learning is emerging as a significant trend in language education. Objectives This study aimed to investigate the impact of technology acceptance, attitude and motivation on behavioural intentions regarding the use of AI in language learning. Methods Structural equation modelling (SEM) was employed to analyse data collected through a questionnaire survey of 425 college students. Results The findings revealed that perceived usefulness, perceived ease of use, attitude and motivation positively influenced behavioural intention to use AI. Perceived usefulness was found to have a positive effect on attitude and motivation, while perceived ease of use positively affected attitude. However, the influence of perceived ease of use and attitude on motivation was non‐significant. Attitude and motivation play a significant mediating role between perceived usefulness, perceived ease of use and behavioural intention. Conclusions This study contributes novel theoretical insights into understanding and predicting learners' behaviours in the context of AI‐assisted language learning. It also provides valuable implications for effectively leveraging AI technology to enhance language education.