UNDERSTANDING THE ACCEPTANCE AND USE OF GENERATIVE AI TOOLS AMONG MALAYSIAN LEARNERS OF KOREAN AS A FOREIGN LANGUAGE

Abstract

The increasing adoption of generative artificial intelligence or GenAI has transformed foreign language learning by providing learners with personalised, interactive, and adaptive learning experiences. Despite its growing use in higher education, limited empirical research has examined the factors influencing the acceptance and actual use of GenAI tools among Malaysian learners of Korean as a foreign language. This study investigates the determinants of GenAI adoption by applying the Unified Theory of Acceptance and Use of Technology. A quantitative research design was employed, and data were collected from 177 Malaysian university students enrolled in Korean language courses using a structured questionnaire. The data were analysed using partial least squares structural equation modelling with SmartPLS 4.0. The findings reveal that performance expectancy, effort expectancy, and social influence significantly influence learners' behavioural intention to use GenAI tools, while behavioural intention and facilitating conditions significantly affect actual use. The structural model demonstrated satisfactory explanatory and predictive power, confirming the suitability of the proposed research model. These findings suggest that learners are more likely to adopt GenAI tools when they perceive them as useful, easy to use, socially supported, and adequately facilitated by institutional resources. The study contributes to a better understanding of technology acceptance in AI-assisted foreign language learning and provides empirical evidence on GenAI adoption among Malaysian Korean language learners, offering valuable insights into learners' behavioural intention and actual use of AI-supported language learning technologies.