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The prevalent ownership of mobile devices and increasing use of AI learning tools among college English as Foreign Language (EFL) learners has triggered wide discussions on the application of AI learning tools in developing English skills. This mixed-method cross-sectional study tries to understand how language-learning-related psychological factors, including Willingness to Communicate (WTC), Self-perceived Communication Competence (SPCC), and Speaking Anxiety (SA), are related to learners’ acceptance and adoption of AI speaking apps based on the Technology Acceptance Model. In this study, 280 Chinese students from 6 different universities, including both undergraduate and postgraduate levels, participated in the questionnaire, with 8 of them further taking part in semi-structured interviews. Binary Logistic Regression analysis revealed that WTC is positively correlated with the behavioral intention to use the apps and perceived usefulness, while SPCC is negatively correlated with perceived usefulness. SA, however, showed no significant correlation with learners’ acceptance of the apps. The interviews provided additional insights, with participants highlighting the motivational mechanisms, the utility during fragmented time and the emotional relief provided by the apps as the key factors driving their use. The findings underscore the potential of mobile AI speaking apps in enhancing English speaking practice while also revealing certain limitations.

journal of china computer-assisted language learning

Psychological constructs of AI speaking app adoption among Chinese tertiary learners: a mixed-methods investigation through the Technology Acceptance Model