PREDICTIVE FACTORS OF CHATGPT USE BEHAVIOUR AMONG ESL STUDENTS IN UNIVERSITI KEBANGSAAN MALAYSIA

Abstract

The integration of artificial intelligence (AI) tools into education has transformed the ways students engage with learning and language acquisition. ChatGPT, a generative AI platform, has become particularly relevant for English as a Second Language (ESL) learners, offering personalized feedback, interactive communication, and language support. This study investigates the factors influencing ChatGPT use behaviour among ESL students at Universiti Kebangsaan Malaysia (UKM). Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Self-Determination Theory (SDT), a quantitative correlational design was employed. Data were collected from 357 ESL learners through a structured questionnaire and analyzed using descriptive statistics, Pearson’s correlation, and multiple regression. Results revealed high levels of ChatGPT usage, with performance expectancy, effort expectancy, facilitating conditions, autonomy, and relatedness identified as significant predictors of use behaviour. Competence, while correlated with use behaviour, did not emerge as a significant predictor in the regression model. These findings underscore the combined influence of technological and psychological factors in shaping AI adoption for language learning. The study contributes to the discourse on digital transformation in Malaysian higher education and offers insights for educators, policymakers, and developers on fostering responsible and effective use of generative AI in ESL contexts.