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Description
The rapid development of generative artificial intelligence (AI) technology has gradually positioned it as an essential supporting tool in Chinese language learning. However, the influence of various factors on Chinese-major students' intention to use AI for learning requires further in-depth investigation. Focusing on Chinese-major students at several universities in Vietnam as the research sample, this study constructs a research model to examine the factors affecting students' intention to use AI in Chinese learning, grounded in the Technology Acceptance Model (TAM) combined with two additional variables: social influence and academic integrity concerns. Using a questionnaire survey method, the study collected 102 valid responses. Data were analyzed using SPSS 26.0 through reliability analysis, exploratory factor analysis (EFA), and multiple linear regression analysis. The empirical results indicate that perceived usefulness and academic integrity concerns have a statistically significant positive effect on attitude toward using AI. In contrast, perceived ease of use and social influence do not show a significant impact on attitude toward using AI. Furthermore, attitude toward using AI significantly and positively influences behavioral intention to use AI. These findings not only validate the applicability of the extended Technology Acceptance Model in the context of AI-assisted Chinese language learning, but also provide a valuable reference for universities to promote the integration of AI into Chinese language teaching, enhance academic integrity education, and guide students toward the appropriate use of AI.
Keywords: Generative AI, Technology Acceptance Model (TAM), Academic Integrity, Chinese Language Learning, Usage Intention.