Beyond Instrumental Use: A TAM-Based Study of Al-AssistedLanguage Learning Among Chinese University Students

Abstract

With the rapid advancement of artificial intelligence (AI), particularly in natural language processing and adaptive learning technologies, AI tools are becoming increasingly prominent in foreign language education. However, their pedagogical effectiveness and impact on learning outcomes remain underexamined. Anchored in the Technology Acceptance Model (TAM), this study surveyed 365 Chinese university students to assess their adoption, usage patterns, and perceptions of AI in language learning. The findings reveal that: (1) students primarily use AI for structured tasks such as writing assistance and grammar training, with less emphasis on speaking and listening applications; (2) perceived usefulness, reflected in improved learning efficiency and language knowledge acquisition, aligns closely with students' cognitive and behavioral engagement; and (3) perceived ease of use and teacher guidance jointly shape learning effectiveness, underscoring the critical role of pedagogy in leveraging AI tools. Based on these insights, the study proposes a three-dimensional framework that emphasizes the development of multimodal functionalities to foster intercultural competence, redefines the teacher's role as a strategic facilitator, and advocates for intelligent, learner-centered ecosystems. These recommendations contribute to advancing the integration of AI in foreign language education and provide practical guidance for its pedagogical optimization.