Unlocking the Future of English Learning: Exploring Students’ Intentions to Use Artificial Intelligence Chatbots

This study investigated Chinese EFL students’ behavioral intentions to learn English using AI-based chatbots. A total of 1052 questionnaire responses were collected from Chinese students. Structural equation modeling (SEM) was employed to assess the measurement model and test the proposed relationships. The results showed that facilitating conditions, social influence, performance expectancy, and effort expectancy were salient factors associated with students’ intentions to use AI chatbots. These UTAUT factors were also significantly related to information quality and AI trust. Information quality was positively associated with both AI trust and intention to use, while AI trust was directly associated with behavioral intention. In addition, information quality and AI trust mediated the relationships between the UTAUT factors and behavioral intention. Moderation analysis indicated that technological consciousness positively moderated the relationship between information quality and behavioral intention, but did not moderate the relationship between AI trust and behavioral intention. Internet experience also strengthened the positive relationships between information quality, AI trust, and behavioral intention. Finally, theoretical and practical implications are discussed, and limitations are highlighted.