2607004487
  • Open Access
  • Article

Impact of AI-assisted Learning on EFL Vocabulary Acquisition: A Study Based on Technology Acceptance Model

  • Yuqing Song 1,   
  • Ning Song 2,*,   
  • Jin Luo 1

Received: 18 Jan 2026 | Revised: 30 Mar 2026 | Accepted: 22 Apr 2026 | Published: 30 Jun 2026

Abstract

Vocabulary acquisition plays a pivotal role in English as a Foreign Language (EFL) learning. Despite the growing application of artificial intelligence (AI) in this field, empirical research evaluating learners’ attitudes and acceptance of using AI-assisted technology in vocabulary acquisition is limited. This paper aims to contribute to bridging the gap by examining the impact of AI on vocabulary acquisition and assessing EFL learners’ attitudes towards its use. Employing a quantitative research approach, this empirical study adapts a modified questionnaire from the theory of Technology Acceptance Model (TAM) and utilizing structural equation modeling (SEM) for data analysis. The questionnaire assessed those learners’ perceptions regarding perceived ease of use (PEU), perceived usefulness (PU), intention to use (IU), and actual use (AU), with data collected from 395 EFL learners. The findings reveal generally positive attitudes towards the use of AI tools and reflect high expectations for its potential benefits in enhancing vocabulary learning experience. The Structural Equation Model (SEM) analysis confirmed the positive relationships, advocating for AI integration into EFL education to enhance vocabulary learning outcomes.

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Song, Y.; Song, N.; Luo, J. Impact of AI-assisted Learning on EFL Vocabulary Acquisition: A Study Based on Technology Acceptance Model. Journal of Educational Technology and Innovation 2026, 8 (2), 55–73. https://doi.org/10.61414/sf78k049.
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