سامان عبادی

This study investigated the acceptance of ChatGPT as a language learning tool among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM), which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.

The growing importance of technology for teaching during the Covid-19 pandemic urges educators to become technology-proficient teachers and use technology to run their classes. Meanwhile, teachers with different traits may have various perceptions of using technology. This study explores the relationships between teachers' personality types and attitudes toward adopting technology in English Language Teaching (ELT). Thus, it is aimed to determine if personality types would predict teachers' attitudes toward technology (ATT) in ELT. An online questionnaire with 92 participants (English language teachers) using the Big Five Inventory (John et al., 1991) for personality domains and Kessler's (2007) questionnaire for measuring ATT were utilized. After analyzing the data, it was uncovered that the personality types could predict ATT in ELT. Additionally, there was a significant relationship between personality factors and ATT among English language teachers. The results showed a significant positive relationship between  extraversion, agreeableness, conscientiousness , openness to experience  on one side, and ATT. Additionally, Neuroticism was not found to be significant in the ATT. The Findings indicated that teachers' negative ATT might have a detrimental effect on its implementation in the classroom. This study's findings might shed new light on the relations between types of personalities and their priority for running technology-oriented classes.