Trust and attitude towards AI as pathways to creativity: a TAM Model study of EFL students’ digital literacy and AI acceptance

Abstract The integration of artificial intelligence (AI) into educational settings, particularly in language learning, necessitates a deeper understanding of the determinants of student trust. This study aims to investigate how digital literacy and trust in AI shape the attitudes, behavioral intentions, and creativity of English as a Foreign Language (EFL) students. This study is grounded in the technology acceptance model (TAM) and employed a two-stage survey methodology. Study 1 utilized a survey methodology with n = 460 EFL students, revealing that digital literacy significantly enhances perceived ease of use and perceived usefulness, which in turn fosters trust in AI. This trust positively influenced attitudes and intentions to use AI, with implications for creative language learning. Study 2 expanded using a larger sample of n = 640 EFL students and by examining trust as a multidimensional construct, identifying Human-like Trust (benevolence and integrity) and Functionality Trust (competence). Findings confirm that while both dimensions of trust significantly impact outcomes, their influences are specialized. Functionality Trust exerts a stronger effect on behavioral intentions for continued use, and Human-like Trust is more critical for building relational engagement. The results underscore that fostering both technical reliability and empathic interactions in AI can maximize educational effectiveness and creativity. This study contributes to the TAM framework by providing a multidimensional view of trust, offering valuable insights for the design and adoption of AI technologies in EFL education, enhancing student creative potential.