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Description
Acknowledging the potentials of Artificial Intelligence technology (AI) and digital design tools in education, especially in the context of English as a Foreign Language (EFL), the study sought to learn the attitudes and behavioral intentions of Business English students at HUFLIT in Ho Chi Minh City, Vietnam, regarding their use of AI tools (e.g., ChatGPT and Canva) in a project-based learning activity (PBL). The project was related to product promotional tasks as part of the students’ Marketing and Advertising course. Data was collected from 136 out of 150 Business English students via a Likert scale survey constructed by utilizing the extended Technology Acceptance Model (TAM). Besides, Partial Least Square-Structural Equation Modelling (PLS-SEM) was employed to assess the effects of (1) self-efficacy (SE), (2) creativity support (CS), (3) perceived usefulness (PU), and (4) perceived ease of use (PEOU) on (5) students’ attitude (Att) and (6) their behavioral intention (BI) for future AI integration. The findings showed that Business English students had positive attitudes and behavioral intentions about the use of AI technologies, which were significantly influenced by perceived usefulness and perceived ease of use. The study also discusses some possible implications and provides ideas to facilitate the adoption of ChatGPT and Canva in higher education.
Keywords: ChatGPT, Canva, Project-based Learning (PBL), Technology Acceptance Model (TAM), attitude, behavioral intention
