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Cao Thi Xuan Lien

University of Foreign Languages and International Studies, Hue University, Vietnam

 

Abstract

This study investigates why English as a foreign language (EFL) lecturers accept ChatGPT and how they integrate it into their teaching practice at a public university in central Vietnam. Combining the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the Substitution Augmentation Modification Redefinition (SAMR) model as an interpretive dual lens, this qualitative study collected data through semi-structured interviews with ten EFL lecturers, along with their samples of ChatGPT-generated teaching materials. The findings revealed that multiple UTAUT2-based factors shaped lecturers’ generally positive acceptance of ChatGPT. They integrated ChatGPT for a range of instructional tasks; however, most applications remained concentrated at the enhancement level of the SAMR model, primarily involving substitution and augmentation of existing practices, rather than fundamentally transforming pedagogical design or learner engagement. These findings highlight ChatGPT’s potential to support EFL teaching and underscore the need to develop ChatGPT literacy among higher education lecturers to enable a more transformative integration.

 

Keywords

ChatGPT, EFL lecturers, acceptance, integration, UTAUT2, SAMR