An Exploration into Iraqi EFL Learners' Acceptance of ChatGPT for Language Learning: A Technology Acceptance Model Study

This study adopted a sequential explanatory mixed-methods approach to investigate the variables that govern the acceptance and use of ChatGPT for learning English by ۲۲۰ Iraqi university students. According to the Technology Acceptance Model (TAM), the study used a survey to measure perceived usefulness, ease of use, attitude, behavioral intention and actual use, as well as perceived enjoyment, facilitating conditions and technological complexity. Later, interviews were conducted in a semi-structured manner. The quantitative analysis revealed that while gender was not a significant predictor of attitude, it influenced actual usage rates. More significantly, prior experience with technology emerged as a critical dividing line, and students with high digital readiness reported significantly more positive perceptions across all constructs, particularly regarding facilitating conditions. Qualitative data revealed a clear pattern showing that English as a Foreign Language (EFL) learners see ChatGPT as a tool that enhances proficiency, increases motivation, and provides personalized learning suggestions. Although there are some benefits of self-assessment, there are nonetheless substantial concerns surrounding the absence of dynamic interactional feedback and the danger of developing over-reliance and ethical considerations. The findings of the study showed that Iraqi EFL learners viewed the ChatGPT as a beneficial tool. However, to ensure its effective and fair implementation, pedagogical frameworks must be designed to scaffold digital literacy and provide clear guidelines to control its practical and ethical shortcomings.

کلیدواژه ها:

ChatGPT ، Gender ، Iraqi EFL learners ، mixed-methods approach ، Technology Acceptance Model (TAM)