Exploring Factors Influencing the Adoption of ChatGPT as a Supportive Tool in EFL Lesson Creation

This quantitative study explores the key factors that shape teachers' use of ChatGPT as a valuable tool for lesson creation. It also identifies the challenges that may hinder its effective adoption. A mixed-methods approach was used to collect data, including three participants who were chosen for in-depth interviews and 198 EFL teachers who were given questionnaires under various circumstances. Factors such as perceived usefulness, perceived ease of use, and social influence were explored based on the theory of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) and data analysis used the SmartPLS software to conduct Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings showed important connections between these factors and how they influenced teachers' intention to use ChatGPT in planning daily lessons. The study also highlighted difficulties in utilizing Chat GPT, offering practical suggestions for educators and policymakers to improve technology integration in EFL settings.