Abstract

Based on the Technology Acceptance Model (TAM), this study invited a Vietnamese teacher of Chinese as a representative case to participate in an AI-assisted writing feedback experiment, with the aim of exploring patterns of technology acceptance and the transformation of teacher roles in human–AI collaborative feedback practices. The findings reveal three major points. First, the teacher perceived ChatGPT as “highly useful yet bounded by clear limitations” in terms of perceived usefulness (PU), and “easy to use but not substantially reducing workload” in terms of perceived ease of use (PEOU). Her attitude gradually shifted from “simultaneous concern and expectation” to “cautious acceptance.” Second, the teacher’s role evolved from that of an “error corrector” to a “feedback evaluator,” “learning facilitator,” and “emotional support provider.” Third, as a non-native Chinese teacher, she simultaneously assumed the dual identities of “knowledge provider” and “feedback recipient”: she used AI to compensate for limitations in linguistic intuition while also enhancing her own professional competence through evaluating AI-generated feedback.

Keywords: ChatGPT, chinese as a second language, teacher roles, technology Acceptance Model (TAM), Vietnam.