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

2026-04-14

AI Summary

This study investigates Chinese elementary school students’ acceptance of social robots for English speaking practice and the underlying mechanisms driving this acceptance. Integrating the Technology Acceptance Model (TAM) with the Computers Are Social Actors (CASA) paradigm, the research employs a sequential explanatory mixed-methods design, combining a survey (N=XXX) with semi-structured interviews and analyzing quantitative data via structural equation modeling. Findings reveal that perceived enjoyment and ease of use are the strongest predictors of behavioral intention. The robot’s social attributes—such as anthropomorphism, warmth, and social presence—significantly enhance technology acceptance by increasing perceived enjoyment. Perceived intelligence influences only perceived usefulness, not ease of use. These results underscore the critical role of affective experience and social interaction in the design of educational robots for children.

Technology Category

• Intelligent Robots: Human-Robot Interaction
• Cognitive Modeling & Cognitive Systems: Social Cognition And Interaction
• Humans and AI: Interaction Techniques and Devices

Application Category

• Responsible Web: Social and technical mechanisms of refusal for web technologies and applications
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions

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.

Problem

• social robot
• EFL speaking practice
• technology acceptance
• CASA paradigm
• primary school students

Innovation

• social robot
• CASA paradigm
• mixed-methods design
• EFL speaking practice
• perceived enjoyment