生成式人工智能促进大学生个性化英语口语学习的路径研究: Exploring pathways of university students’ personalised English-speaking learning using generative AI

生成式人工智能(GenAI)应用于外语口语学习的实践与研究日益受到关注。本研究以中国大学生为对象，基于综合技术接受模型(IMTA),通过513份问卷与15名受访者的半结构化访谈，探讨学习者在利用GenAI开展个性化英语口语学习时，其感知有用性、感知易用性、享受度与行为意向之间的关系，并进一步梳理技术接受的行为路径。研究发现：使用GenAI的享受度是影响学习者愿意利用其进行口语学习的主要因素，这种享受度主要来自GenAI的多模态交互能力、提升口语表现的潜力和情感支持；GenAI的易用性并不能直接预测使用意向，但能够起到中介效应预测感知有用性，进而影响使用意愿。研究结果为GenAI赋能的英语口语教学提供了实践启示与理论参考。
The use of Generative Artificial Intelligence (GenAI) in foreign language speaking instruction has attracted increasing scholarly attention. Drawing on the Integrated Model of Technology Acceptance (IMTA), this study investigates Chinese university students’ acceptance of GenAI for personalised English-speaking practice. Data were collected from 513 questionnaire responses and semi-structured interviews with 15 participants. The study examines the relationships among perceived usefulness, perceived ease of use, perceived enjoyment, and behavioural intention, and further delineates the behavioural pathways underlying learners’ adoption of GenAI for oral English learning. The findings reveal that perceived enjoyment is the primary factor shaping learners’ intention to use GenAI, with such enjoyment arising mainly from GenAI’s multimodal interaction capabilities, its potential to enhance speaking performance, and the emotional support it provides. Although perceived ease of use does not directly predict behavioural intention, it exerts an indirect effect by improving perceived usefulness, which in turn influences learners’ willingness to adopt GenAI. These results offer practical implications and theoretical insights for the integration of GenAI into English-speaking instruction.