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All Journal UNNES International Conference on ELTLT
Wu, Ting-Ting
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Languange, Linguistic, Communication & Media

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A conceptual framework on learner’s attitude toward using AI chatbot based on TAM Model in English classroom Linh, Pham My; Wu, Ting-Ting
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023): The Proceedings of the English Language Teaching, Literature, and Translation (ELTLT
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This paper presents a conceptual framework for investigating students' attitudes toward the use of an AI chatbot in an English classroom. It integrates the foundational constructs of the TAM model, such as perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use, within the context of an AI chatbot application used in an English classroom. The framework hypothesizes that students' perceptions of the AI chatbot's usefulness and usability will significantly impact their attitudes toward its incorporation into the English classroom. To validate the framework, empirical data will be collected using surveys and interviews with English language learners from various educational institutions in future studies. The findings can inform the development of strategies and interventions designed to promote positive attitudes and acceptance of AI technology in language education.
The Impact of SRSD-Based ChatGPT Use on EFL Students’ Writing Anxiet Elsa, Elsa; Wu, Ting-Ting
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study explores the effect of structured versus unstructured use of ChatGPT on writing anxiety among learners of English as a foreign language (EFL). Although AI tools like ChatGPT are becoming more prevalent in language classrooms, their ability to reduce learners’ anxiety remains unclear, particularly when implemented without instructional support. To address this gap, the study employed a quasi-experimental design involving 62 students from two intact EFL classes. One group used ChatGPT with guidance based on the Self-Regulated Strategy Development (SRSD) model, while the other used it without structured support. Writing anxiety was measured before and after the intervention, and analysis of covariance (ANCOVA) was used to compare post-test scores while controlling for pre-test levels. The results revealed a statistically significant difference between the two groups (p < .01, partial η2 = .144), indicating that the SRSD-based use of ChatGPT more effectively reduced students’ writing anxiety. These findings highlight the importance of embedding pedagogical frameworks into AI-assisted language learning to support students’ emotional and cognitive needs.
Co-Authors elsa, elsa Linh, Pham My