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
For educational technology designers and EFL teachers, this work provides empirical evidence that emotional and social engagement are central to young learners' acceptance of social robots.
This study found that perceived enjoyment and ease of use are the strongest predictors of Chinese primary school students' acceptance of a social robot for EFL speaking practice, with social attributes like warmth and anthropomorphism enhancing enjoyment.
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.