EFL Students’ Acceptance of ChatGPT for Academic Writing: A TAM analysis

Abstract

Academic writing presents a significant challenge for English as a Foreign Language (EFL) students. The recent emergence of generative Artificial Intelligence (AI) like ChatGPT offers a powerful new tool for writing support, yet its rapid adoption necessitates a clear understanding of the factors driving student acceptance. This study aimed to investigate EFL students’ acceptance of ChatGPT for academic writing tasks by applying the Technology Acceptance Model (TAM). A quantitative survey was conducted with 328 undergraduate EFL students from three universities in Surakarta, Indonesia. The instrument, a TAM-based questionnaire, was distributed online, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The key findings revealed that all five hypotheses of the TAM framework were statistically supported. Perceived Usefulness was found to be the most powerful direct predictor of Behavioral Intention to Use, highlighting students' pragmatic focus on performance outcomes. Furthermore, Perceived Ease of Use had a very strong positive influence on Attitude Toward Use, indicating the critical role of a user-friendly experience. This study concludes that EFL students’ adoption of ChatGPT is a rational process driven by its perceived utility and usability. The findings provide crucial empirical evidence for educators and institutions, offering a basis for developing informed pedagogical strategies and policies for integrating AI into academic writing instruction.