Acceptance of artificial intelligence tools as support for English language learning among first-level university students

Abstract

The integration of artificial intelligence (AI) into higher education has created new opportunities to support English language learning. However, students' acceptance of these technologies is an important factor in determining their effective use. This study aimed to analyze the acceptance of AI tools as support for English language learning among first-level university students at the Universidad Técnica Estatal de Quevedo. A quantitative, descriptive, and non-experimental research design was employed. Data were collected through a questionnaire administered to 80 students from three first-level parallel classes. The instrument examined three dimensions based on the Technology Acceptance Model (TAM): perceived usefulness, perceived ease of use, and intention to use. A pilot test was conducted to assess the reliability of the instrument, and Cronbach's alpha coefficients indicated high internal consistency. The results showed that perceived usefulness obtained the highest mean score (M = 3.45), followed by perceived ease of use (M = 3.375) and intention to use (M = 3.26875). The complete instrument demonstrated high internal consistency (α = 0.957). These findings indicate that students generally perceive AI tools as useful and relatively easy to use for supporting their English learning. However, the comparatively lower score for intention to use suggests that recognizing the benefits of AI does not necessarily translate into an equally strong intention to use these tools. The study concludes that AI has potential as a complementary resource for English language learning, provided that its integration is accompanied by appropriate pedagogical guidance and responsible use.