This research, grounded in the extended technology acceptance model, aimed to explore the relationships among factors influencing Korean EFL learners’ acceptance of ChatGPT for English learning in a voluntary usage context. To this end, a questionnaire was distributed to college students who had used ChatGPT for language learning, utilizing a convenience sampling method. A total of 400 responses were analyzed to test hypotheses using structural equation modeling (SEM). Findings revealed that learners’ perceived usefulness significantly predicted their intention to continue using ChatGPT, while perceived ease of use did not. Moreover, learners’ result demonstrability was found to be a predictor of perceived usefulness, whereas subjective norm was not. Both playfulness and output quality significantly influenced learners’ perceived ease of use. This study identified key factors that could enhance EFL learners’ acceptance of ChatGPT by improving perceptions of usefulness and ease of use, offering valuable insights for integrating ChatGPT into English education.

1. INTRODUCTION
2. Literature Review
    2.1. The Impact of ChatGPT in ELT Pedagogy
    2.2. The Technology Acceptance Model (TAM)
    2.3. Theoretical ChatGPT Acceptance Model (CAM) for English Learners
3. METHODOLOGY
    3.1. Sampling Procedure and Participants
    3.2. Instruments
    3.3. Data Analysis
4. Results
    4.1. Measurement Model Analysis: Data Appropriateness, Scale Reliability,and Validity
    4.2. Descriptive and Correlation Analysis of Variables
    4.3. Hypothesis Testing for CAM
5. Discussion
6. Conclusion and Suggestions
REFERENCES
APPENDIX

• Myunghwan Hwang(Research Professor, Center for Cognitive Science, Yonsei University)
• Eunmi Lee(Research Professor, Keimyung Student Success Center, Keimyung University)
• Hee-Kyung Lee(Professor, Graduate School of Education, Yonsei University, 50 Yonseiro, Seodaemun-gu, Seoul 03722, Korea) Corresponding author