Study on College English Teachers’ Attitudes and Acceptance of AI-Driven Language Learning Applications

Abstract

This study investigates college English teachers’ attitudes and acceptance of AI-driven language learning applications. Utilizing a mixed-methods approach, the research combines a quantitative survey with qualitative interviews to explore teachers’ perceptions and experiences. Findings indicate a predominantly positive attitude towards AI applications, driven by perceived ease of use and usefulness. However, challenges such as the digital divide and data privacy concerns are identified as barriers to adoption. Recommendations include enhancing professional development and ensuring equitable access to technology. This study contributes to understanding the integration of AI in education and suggests implications for practice and future research.