Investigating the Perceived Usefulness, Ease of Use and User Acceptance of GenAI by Digital Native English Language Teachers: A Study on Private Universities in Bangladesh
Authors
- Sayeedur Rahman Professor, Institute of Modern Languages, University of Dhaka
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Mizanur Rahman
Assistant Professor, Institute of Modern Languages, University of Dhaka
-
Nushrat Ara
DOI:
https://doi.org/10.69907/tbj.v3i1.188Keywords:
GenAI, Perceived Usefulness, Perceived ease of use, TAM, Digital Native teachers, foreign language teachingAbstract
Amid the growing integration of Artificial Intelligence (AI), particularly Generative AI (GenAI), in education, this study investigates the adoption and acceptance of GenAI among digital native English language teachers at private universities in Bangladesh. Given their extensive exposure to digital technologies, the study examines teachers’ awareness of GenAI tools and their perceptions of usefulness, ease of use, and overall acceptance. Grounded in the Technology Acceptance Model (TAM), the research employed a mixed-methods approach. Quantitative data were collected through an online survey among 108 digital native English teachers from 20 private universities, while qualitative insights were gathered through a focus group discussion (FGD). Survey data were analysed using SPSS 26 to determine frequency distribution, standard deviation and means for perceived usefulness (PU) and perceived ease of use (PEU), and qualitative data were analysed thematically. The findings reveal a high level of awareness regarding the use of various GenAI tools, particularly ChatGPT, Gemini, Deepseek, CaudeAI, Copilot, Quillbot etc. Participants reported strongly positive perceptions of both usefulness and ease of use, highlighting the accessibility and efficiency of these tools. However, their intention to integrate GenAI into teaching remained limited due to inadequate institutional support, insufficient training, and limited pedagogical knowledge. The findings highlight the need for institutional policies, support mechanisms, and specialized training to ensure the effective and responsible use of GenAI adoption.
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Data Availability Statement
In a continuously evolving educational environment, technology has become one of the most influential factors shaping curriculum and pedagogy. Its role in language education is now firmly established. Applied linguistics, in addition to addressing language theories and practices, increasingly focuses on the integration of technology in language teaching and learning. Over time, technology intervention has come to include key areas such as Computer Assisted Language Learning (CALL), Technology-Enhanced Language Teaching (TELT), digital literacy, second language teacher education, technological mediation, teachers’ technological knowledge, instructional technology, contextualized classroom practices, cultural and linguistic diversity among learners, differentiated teaching techniques, principles for developing second language learning environments, and technology standards for language instruction.
