Determinants of Generative Artificial Intelligence use in language learning among pre-service EFL teachers

Tubagus Zam Zam Al Arif; Dedy Kurniawan; Ervan Johan Wicaksana

doi:10.1590/1983-3652.2026.62909

Autores

Tubagus Zam Zam Al Arif Universitas Jambi, Faculty of Teacher Training and Education, Jambi, Indonesia https://orcid.org/0000-0003-4270-5319
Dedy Kurniawan Universitas Jambi, Faculty of Teacher Training and Education, Jambi, Indonesia https://orcid.org/0000-0002-3198-6015
Ervan Johan Wicaksana Universitas Jambi, Faculty of Teacher Training and Education, Jambi, Indonesia https://orcid.org/0000-0002-8250-1815

DOI:

https://doi.org/10.1590/1983-3652.2026.62909

Palavras-chave:

Inglês como Língua Estrangeira, Aprendizagem da Língua Inglesa, Inteligência artificial generativa, Futuros professores de EFL

Resumo

A integração da tecnologia na educação tem transformado os paradigmas tradicionais de ensino, especialmente no aprendizado de línguas. Este estudo tem como foco o papel das ferramentas de inteligência artificial (IA) generativa, como o ChatGPT, enquanto recursos inovadores que facilitam a aprendizagem de línguas, oferecendo feedback instantâneo, prática de conversação e caminhos personalizados. Esta pesquisa investiga os fatores que influenciam o uso da IA generativa, em particular o ChatGPT, entre professores de Inglês como Língua Estrangeira (English as a Foreign Language – EFL) em formação na Indonésia. Utilizando o Modelo de Aceitação de Tecnologia (Technology Acceptance Model – TAM), o estudo explora percepções de utilidade, facilidade de uso e outros determinantes críticos que afetam a aceitação dessas ferramentas em ambientes de aprendizado de línguas. Foi adotada uma abordagem quantitativa, coletando dados de 785 futuros professores de EFL em três universidades indonésias por meio de uma pesquisa online distribuída via plataformas universitárias e redes sociais. Um questionário estruturado, baseado nos construtos do TAM e na literatura relevante, foi desenvolvido. A análise dos dados foi realizada por meio da Modelagem de Equações Estruturais por Mínimos Quadrados Parciais (Partial Least Squares Structural Equation Modeling – PLS-SEM) com o software SmartPLS 4. Os resultados mostraram que nove das treze hipóteses iniciais receberam suporte empírico, destacando a importância de vários fatores na adoção da IA generativa entre futuros professores de EFL. A intenção de usar a IA emergiu como um forte preditor do comportamento de uso real, corroborando a literatura existente sobre emprego de tecnologia e reforçando a relevância das intenções dos aprendizes ao se engajarem com novas tecnologias.

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