Exploring Chinese EFL teachers’ adoption of generative AI: the roles of social influence and AI-PACK

This study investigates the factors shaping Chinese English as Foreign Language (EFL) teachers’ adoption of artificial intelligence (AI) by extending the Technology Acceptance Model with social influence and Artificial Intelligence Pedagogical Content Knowledge (AI-PACK). Data were obtained from 271 in-service EFL teachers and analyzed using structural equation modeling. The results show that perceived ease of use significantly influences perceived usefulness. Both perceived usefulness and perceived ease of use significantly influence attitudes toward using AI, which further influences EFL teachers’ behavioral intention of using AI. Social influence functions as a pivotal factor, exerting significant and positive effects on perceived usefulness, perceived ease of use, behavioral intention, and AI-PACK. In addition, AI-PACK is significantly related to perceived usefulness. The research model explained 89 % of variance of behavioral intention. Overall, this study enriches people’s understanding of the technology acceptance model in explaining EFL teachers’ AI adoption, and underscores the importance of social influence and AI-PACK in shaping EFL teachers’ willingness to integrate AI into English teaching.