Yu Tao
ABSTRACT
This study aimed to assess the extent of AI integration and participants’ attitudes toward its use in teaching and learning English as a Foreign Language (EFL) at Chengyi Vocational and Technical School in Xiamen, China. Using a mixed-methods approach grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research combined quantitative and qualitative data to explore how AI tools are utilized, perceived, and applied pedagogically. The findings revealed that students and teachers widely use AI for tasks such as translation, writing enhancement, lesson planning, and content generation, with generally positive perceptions regarding its usefulness and ease of use. The study also found a link between AI use and improved academic engagement and performance. However, concerns emerged regarding overreliance on AI, the need for ethical guidelines, and the importance of digital literacy. The study concludes that while AI offers substantial benefits for EFL instruction, its successful implementation requires institutional support, ongoing professional development, and a balanced pedagogical approach.
Keywords: Academic performance, Artificial Intelligence (AI), EFL instruction, instructional enhancement plan, teacher competence
https://doi.org/10.57180/pzcw2215