A sequential explanatory mixed-methods study on the acceptance of a social robot for EFL speaking practice among Chinese primary school students: Insights from the Computers Are Social Actors (CASA) paradigm

TL;DR

This study examines how Chinese primary students accept social robots for EFL speaking practice, emphasizing emotional and social factors like enjoyment and social presence as key to motivation and confidence.

Contribution

It integrates TAM and CASA paradigms to identify social and functional factors influencing young learners' acceptance of educational robots.

Findings

Perceived enjoyment and ease of use strongly predict acceptance.

Social attributes like warmth and anthropomorphism enhance enjoyment.

Perceived intelligence influences perceived usefulness but not ease of use.

Abstract

This study investigates Chinese primary school students' acceptance of a social robot for English-as-a-foreign-language (EFL) speaking practice through a sequential explanatory mixed-methods design. Integrating the Technology Acceptance Model (TAM) and the Computers Are Social Actors (CASA) paradigm, the research explores both functional and social factors influencing learners' behavioural intention to use the robot. Quantitative data from 436 students were analysed using structural equation modelling, followed by qualitative interviews with twelve students to interpret the findings. Results show that perceived enjoyment and ease of use are the strongest predictors of acceptance, while social attributes such as warmth, anthropomorphism, and social presence significantly enhance enjoyment. Perceived intelligence affects usefulness but not ease of use. The findings suggest that emotional and social engagement are central to young learners' acceptance of educational robots, highlighting the importance of designing socially intelligent technologies that promote motivation and speaking confidence in EFL learning contexts.