Acceptance of Chatbots by EFL Learners Beyond Intermediate Proficiency Based on the Technology Acceptance Model

The aim of this study was to evaluate how above-intermediate-language-level EFL learners accept chatbots as conversational tools using a modified Technology Acceptance Model (TAM). The research was conducted from a quantitative standpoint and the methods were based on a modified version of the TAM questionnaire as well as Partial Least Squares Structural Equation Modeling for the data analysis. The findings indicate that TAM is applicable for exploring learners’ acceptance of chatbots as conversational tools with no significant gender moderation effects. The study is significant for identifying key factors influencing chatbot acceptance among above-intermediate-language-level EFL learners and addressing gaps in the literature regarding gender and language proficiency levels.