Abstract
The purpose of this study is to investigate the adoption of artificial intelligence (AI) tools among postgraduate students when they learn online in English and how their experiences impact the use of AI in the future and their readiness to learn independently. Although AI is becoming more and more integrated in the education sector, empirical findings that specifically target postgraduate English learners are sparse. To fill this gap, a mixed-methods approach combining a quantitative survey ( 91 postgraduate students ) through the use of a structured questionnaire and qualitative semi-structured interviews with postgraduate students was carried out to examine relationships existing between perceived benefits, perceived ease of use, AI acceptance, and future readiness. The results indicated high perceived value and acceptance, moderate readiness, and low perceived difficulty. The benefits and ease of use were found to play a significant role in predicting AI acceptance and, subsequently, the effect of AI acceptance on the likelihood of a learner using AI in the future and their willingness to use AI in a more autonomous manner. These findings indicate the effectiveness of positive learning experiences in facilitating the transition of postgraduate learners to long-term and self-sufficient interaction with AI-mediated learning.