en Cross-Cultural Perspectives on ChatGPT Acceptance: A Mixed-Methods Study Comparing Iranian EFL Learners and International Students in the UK تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span style="color:black">This study investigated the acceptance of ChatGPT as a language learning tool </span></span></span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting <span style="color:black">cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM),<b> </b>which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.</span></span></span></span></span></span></span><br> <br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span style="color:black">This study investigated the acceptance of ChatGPT as a language learning tool </span></span></span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting <span style="color:black">cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM),<b> </b>which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.</span></span></span></span></span></span></span><br> <br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span><br> &nbsp; AI, ChatGPT, TAM, language learning, cross-cultural, educational technology AI, ChatGPT, TAM, language learning, cross-cultural, educational technology 48 68 http://ijreeonline.com/browse.php?a_code=A-10-1340-1&slc_lang=en&sid=1 Najmeh Hosseini Najmeh Hosseini 10031947532846003832 10031947532846003832 No Department of English, Faculty of Humanities, Chabahar Maritime University, Chabahar, Iran . Department of English, Faculty of Humanities, Chabahar Maritime University, Chabahar, Iran Saman Ebadi Saman Ebadi samanebadi@gmail.com 10031947532846003833 10031947532846003833 Yes Department of English, Faculty of Humanities, Razi University, Kermanshah, Iran Department of English, Faculty of Humanities, Razi University, Kermanshah, Iran