Factors affecting Indonesian pre-service EFL teachers’ AI acceptance and use

Rangga Firdaus; Akhmad Habibi; Robi Hendra; Mohd Sofian Omar  Fauzee; Sheren Dwi Oktaria; Muhammad Sofwan; Turki Mesfer Alqahtani

doi:10.1590/1983-3652.2025.57135

Autores

Rangga Firdaus Universitas Lampung, Program Studi Magister Teknologi Pendidikan, FKIP, Indonesia https://orcid.org/0000-0003-4139-9946
Akhmad Habibi Korea University, Graduate School of Education, Seoul, Republic of Korea / Universitas Jambi, Fakultas Keguruan dan Ilmu Pendidikan, Jambi, Indonesia https://orcid.org/0000-0001-7687-2858
Robi Hendra Universitas Jambi, Fakultas Keguruan dan Ilmu Pendidikan, Jambi, Indonesia https://orcid.org/0000-0002-2471-3107
Mohd Sofian Omar Fauzee INTI International University, Faculty of Education and Liberal Arts, Nilai, Malaysia https://orcid.org/0000-0002-6841-9647
Sheren Dwi Oktaria Universitas Lampung, Program Studi Magister Teknologi Pendidikan, FKIP, Indonesia https://orcid.org/0000-0002-7075-5762
Muhammad Sofwan Universitas Jambi, Fakultas Keguruan dan Ilmu Pendidikan, Jambi, Indonesiai https://orcid.org/0000-0001-6936-1267
Turki Mesfer Alqahtani Jazan University, College of Arts and Humanities, e-Learning Centre and Department of Educational Sciences, Jazan, Saudi Arabia https://orcid.org/0000-0002-7226-9602

DOI:

https://doi.org/10.1590/1983-3652.2025.57135

Palavras-chave:

Inteligência Artificial, Professor de inglês em formação inicial, Pesquisa, TAM, TPACK

Resumo

A integração da inteligência artificial no ensino de idiomas, particularmente para futuros professores de inglês como língua estrangeira (EFL), apresenta desafios e oportunidades únicos. Esta pesquisa busca estender o modelo de aceitação de tecnologia (TAM) integrando o conhecimento pedagógico tecnológico e o conhecimento de conteúdo (TPACK) para prever intenções comportamentais e o uso real de tecnologias de IA em um contexto de EFL. Empregando modelagem de equações estruturais de mínimos quadrados parciais, a amostra consistiu de 436 futuros professores de EFL. Os resultados mostraram que a facilidade de uso percebida impacta a utilidade percebida (β = 0,674) e as atitudes (β = 0,387). A utilidade percebida afeta as atitudes (β = 0,452) e a intenção comportamental da IA (β = 0,216). A variável atitudes influencia a intenção comportamental da IA (β = 0,206). O conteúdo tecnológico e o conhecimento pedagógico tecnológico contribuem para o TPACK (β = 0,278, β = 0,311). O TPACK impacta a intenção comportamental da IA (β = 0,350) e o uso da IA (β = 0,557). Ao estender o TAM com o TPACK, este estudo oferece insights sobre como otimizar a adoção da IA entre futuros educadores de línguas, promovendo práticas de ensino inovadoras que aprimoram as experiências de aprendizagem de línguas para os alunos. O estudo atual abrange duas áreas dos Objetivos de Desenvolvimento Sustentável (ODS): qualidade do ensino superior na área de inglês como língua estrangeira (ODS 4 - Educação de Qualidade) e transformação digital na educação (ODS 17 - Parcerias para os Objetivos).

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