Abstract

This study explores Saudi EFL learners’ perceptions of ChatGPT and its influence on their learner autonomy, integrating the technology acceptance model (TAM) with autonomy theory. A sequential explanatory mixed-methods design was employed with 103 Saudi EFL learners at a large public university in Saudi Arabia; qualitative interviews with five participants provided deeper insight. Quantitative data came from a questionnaire on perceived usefulness, ease of use, attitudes, behavioral intention, and autonomy (self-regulation, motivation, and independent decision-making). Results showed high levels of ChatGPT use and generally positive perceptions. Consistent with TAM, perceived usefulness and perceived ease of use were strongly linked to behavioral intention, and ease of use was linked to actual use; in turn, usage was positively associated with self-regulation, motivation, and independent decision-making. Thematic analysis showed that students valued immediacy, affective safety, and flexibility, while maintaining selective trust and ethical awareness. Overall, students viewed ChatGPT as a supportive and motivating tool that can complement (not replace) instruction and associated it with higher self-reported autonomy when used responsibly. The findings also point to affective and metacognitive factors (e.g., feelings of safety, prompting literacy) that may enrich TAM-based explanations of AI acceptance in EFL contexts.

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