近年來，隨著人工智慧的發展，ChatGPT 逐漸被應用為教師在備課與課堂教學中常用的工具。ChatGPT 可以依照教師的需求，客製化課程計畫與教學材料，也能建議實用的課堂活動。然而，目前較少研究關注台灣國小英語教師如何看待 ChatGPT 在其教學實務中的使用。因此，本研究聚焦於台灣都會區國小英語教師對於在英語教學中使用 ChatGPT 的看法，並以延伸科技接受模式作為研究架構。
本研究採用量化研究設計，並透過問卷調查蒐集資料。研究參與者為台灣都會區的國小英語教師，共取得 101 份有效問卷。問卷調查教師對於在英語教學中使用 ChatGPT 的看法，內容包括知覺有用性、知覺易用性、行為意圖，以及相關外部因素，例如知覺系統品質、知覺自我效能、知覺愉悅感、主觀規範與輸出內容品質。所蒐集的資料透過描述統計、皮爾森相關分析與獨立樣本 t檢定進行分析。研究結果顯示，參與者對於在英語教學中使用 ChatGPT 持正向態度。整體而言，教師認為 ChatGPT 容易使用且具有實用性。他們也展現出正向的行為意圖，願意在未來的英語教學中使用 ChatGPT。此外，外部因素與知覺有用性及知覺易用性有關，也與其他因素相關，包括教師的信心、使用時的愉悅感、教學環境中的社會支持，以及教師對 ChatGPT 系統與生成內容品質的評價。
根據研究結果，公立學校與私立學校教師對於 ChatGPT 的看法大致相似，僅有少數個別題項呈顯著差異。整體而言，本研究有助於更清楚了解台灣都會區國小英語教師對 ChatGPT 的接受情形。根據參與本研究教師的看法，ChatGPT 可以作為英語教學中的輔助工具，特別是在教材準備與課堂活動設計方面。

With the recent development of AI, ChatGPT has become a common tool for teachers in lesson preparation and classroom teaching. ChatGPT can customize lesson plans and teaching materials based on teachers’ needs and suggest practical classroom activities. However, limited research has focused on how elementary school English teachers in Taiwan view the use of ChatGPT in their teaching practice. Therefore, this study focused on urban elementary school English teachers’ perceptions of using ChatGPT in English teaching in Taiwan. The study was framed by an extended Technology Acceptance Model.
This study adopted a quantitative research design and collected data through a questionnaire survey. The participants were elementary school English teachers in urban areas of Taiwan. The questionnaire investigated teachers’ perceptions of using ChatGPT in English teaching, including perceived usefulness, perceived ease of use, behavioral intention, and related external factors, such as perceived system quality, perceived self-efficacy, perceived enjoyment, subjective norm, and output content quality. The collected data were analyzed through descriptive statistics, Pearson correlation analysis, and independent-samples t-tests.
The results indicated that the participants held positive perceptions of using ChatGPT in English teaching. In general, teachers considered ChatGPT easy to use and useful. They also showed a positive behavioral intention to use ChatGPT in their lessons. In addition, the external factors were positively related to perceived usefulness, perceived ease of use, and behavioral intention. These findings suggest that teachers’ decisions to use ChatGPT are not only related to its functions. Other factors should also be considered, including teachers’ confidence, enjoyment, social support in the teaching environment, and whether teachers believe that ChatGPT-generated output is useful for students and lesson planning.
Furthermore, the results showed no major differences between public and private school teachers' perceptions of ChatGPT. Only a few individual items showed significant differences. Overall, this study provides a clearer understanding of urban elementary school English teachers’ acceptance of ChatGPT in Taiwan. ChatGPT can serve as a supportive tool for English teaching, especially in material preparation and in-class activities.

REFERENCES
Ali, D., Fatemi, Y., Boskabadi, E., Nikfar, M., Ugwuoke, J., & Ali, H. (2024). ChatGPT in teaching and learning: A systematic review. Education Sciences, 14(6), 643.
Alibrahim, A. A. (2024). Is ChatGPT reliable in education? South African Journal of Education, 44(4), 1–9.
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education. Artificial Intelligence, 6, Article 100218.
Alm, A., & Ohashi, L. (2024). A worldwide study on language educators’ initial response to ChatGPT. Technology in Language Teaching & Learning, 6(1), Article 1141.
Al-Mughairi, H., & Bhaskar, P. (2025). Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers’ perspectives on ChatGPT. Journal of Research in Innovative Teaching & Learning, 18(2), 232–247.
Almuhanna, M. A. (2025). Teachers’ perspectives of integrating AI-powered technologies in K-12 education for creating customized learning materials and resources. Education and Information Technologies, 30(8), 10343–10371.
Bateman, T. (2024). Teacher perspectives of ChatGPT as a pedagogical tool in the K-12 setting: A case study. Quality Assurance in Education, 33(2), 203–217.
Boughanzai, F., Ouhassan, Y., Majdoubi, R., & Hadjoudja, A. (2026). A comprehensive structural equation modeling analysis of factors influencing teacher acceptance of AI in education through an extended TAM framework. Education and Information Technologies, 31(3), 847–889.
Cardona-Escobar, D., Barnes, M., & Pruyn, M. (2024). The enactment of Colombia’s national English language policy: The impact of public-private partnerships on teachers’ and policymakers’ perceptions. International Journal of Educational Development, 106, Article 102995.
Chan, C. K. Y., & Tsi, L. H. Y. (2024). Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Studies in Educational Evaluation, 83, Article 101395.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003.
Davis, R. O., & Lee, Y. J. (2024). Prompt: ChatGPT, create my course, please. Education Sciences, 14(1), 24.
Dehghani, H., & Mashhadi, A. (2024). Exploring Iranian English as a foreign language teachers’ acceptance of ChatGPT in English language teaching: Extending the technology acceptance model. Education and Information Technologies, 29(15), 19813–19834.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24(3), 751–766.
Fan, S.-H., Hsu, C.-Y., Chen, Z.-L., & Chang, R.-I. (2024). An intelligent system with ChatGPT for handwritten English correction of Taiwan elementary school children. Information and Management Science, 17(2), 4–21.
Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research. Advance online publication.
Ghoreyshi, S. M., & Tahririan, M. H. (2021). A comparative study of contextual and personal factors associated with burnout and its consequences: A case of EFL teachers in public schools and private institutes. Applied Research on English Language, 10(2), 1–32.
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Abu Khurma, O. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research and Practice in Technology Enhanced Learning, 19, Article 23.
Haverback, H. R. (2020). Middle level teachers quarantine, teach, and increase self-efficacy beliefs: Using theory to build practice during COVID-19. Middle Grades Review, 6(2), 6.
Heng, Q., & Chu, L. (2023). Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers. Frontiers in Psychology, 14, Article 1160681.
Hu, W. C. (2026). Role-switching as a pedagogical strategy for developing glocalized ChatGPT-based instructional materials in EFL contexts. Journal of College Reading and Learning, 56(2), 103–128.
Kohnke, L., & Zou, D. (2025). The role of ChatGPT in enhancing English teaching: A paradigm shift in lesson planning and instructional practices. Educational Technology & Society, 28(3), 4–20.
Köse, N., & Kudratovna, K. M. (2026). Determinants of ChatGPT acceptance among pre-service English language teaching students in Uzbekistan. Discover Education, 5(1), Article 315.
Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3), 1–19.
Kumar, A., Gupta, P., & Pandey, A. K. (2025). Is ChatGPT a reliable auxiliary tool in basic life support training and education? A cross-sectional study. Indian Journal of Critical Care Medicine, 29(8), 684–691.
La Barbera, F., & Ajzen, I. (2020). Control interactions in the theory of planned behavior: Rethinking the role of subjective norm. Europe’s Journal of Psychology, 16(3), 401–417.
Lee, G.-G., & Zhai, X. (2024). Using ChatGPT for science learning: A study on pre-service teachers’ lesson planning. IEEE Transactions on Learning Technologies, 17, 1643–1660.
Li, C., & Hung, C. (2009). Marketing tactics and parents’ loyalty: The mediating role of school image. Journal of Educational Administration, 47(4), 477–489.
Liu, Z., Cao, S., Zhang, J., Phongsatha, T., & Phongsatha, S. (2026). Understanding university teachers’ continuance of an AI teaching assistant: An integrated TTF–TAM–ECM model in higher education. Frontiers in Psychology, 17, 1765263.
Ministry of Education. (2025). 中小學數位教學指引 3.0 版 [Primary and secondary school digital teaching guide (Version 3.0)].

Mohamed, A. M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217.
Moradkhani, S., & Shirazizadeh, M. (2017). Context-based variations in EFL teachers’ reflection: The case of public schools versus private institutes in Iran. Reflective Practice, 18(2), 206–218.
National Development Council, & Ministry of Education. (2024). 2030 雙語政策（110 至 114 年）計畫（第二次修正） [2030 bilingual policy plan (2021–2025): Second revision].
Nugroho, A., Putro, N. H. P. S., Syamsi, K., Mutiaraningrum, I., & Wulandari, F. D. (2024). Teacher’s experience using ChatGPT in language teaching: an
exploratory study. Computers in the Schools, 1–20.
Salloum, S. A., Mohammad Alhamad, A. Q., Al-Emran, M., Abdel Monem, A., & Shaalan, K. (2019). Exploring students’ acceptance of E-learning through the development of a comprehensive Technology Acceptance Model. IEEE Access, 7, Article 8825866.
Shahzad, M. F., Xu, S., & Asif, M. (2025). Factors affecting generative artificial intelligence, such as ChatGPT, use in higher education: An application of technology acceptance model. British Educational Research Journal, 51(2), 489–513.
Shao, G. (2023). A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers. Frontiers in Psychology, 14, Article 1169824.

Tsou, W., Lin, A. M. Y., & Chen, F. (2024). Co-journeying with ChatGPT in tertiary education: Identity transformation of EMI teachers in Taiwan. Language, Culture and Curriculum, 37(4), 529–543.
Urazbayeva, G., Kussainova, R., Aibergen, A., Kaliyeva, A., & Kantayeva, G. (2024). Innovation off the bat: Bridging the ChatGPT gap in digital competence among English as a foreign language teachers. Education Sciences, 14(9), 946.
Van den Berg, G., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204.
Yang, Y.-F., Tseng, C. C., & Lai, S.-C. (2024). Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program. Teaching and Teacher Education, 144, Article 104582.
Yıldız, T. A. (2024). Exploring the impact of ChatGPT on improving 21st-Century skills for future English teachers during lesson planning. Computers in the Schools, 1–24.
Zhou, L., Xue, S., & Li, R. (2022). Extending the technology acceptance model to explore students’ intention to use an online education platform at a university in China. SAGE Open, 12(1).