The emergence of ChatGPT has significantly impacted the field of education. While much of the existing research has predominantly examined the theoretical implications of ChatGPT, there is a notable absence of empirical studies substantiating these claims. As pivotal stakeholders in education and primary users of ChatGPT, exploring the willingness and influencing factors of higher education students to use ChatGPT can offer valuable insights into the real-world needs of student users. This, in turn, can serve as a foundation for empowering education with intelligent technologies in the future. This study focuses specifically on the demographic of students in Chinese higher education who have utilized ChatGPT. Using semi-structured interviews and grounded theory methodology, we aim to comprehensively understand the extent to which students embrace new technologies. Our objective is to elucidate the behavioral inclinations and influencing factors of student users. The findings of this study will contribute practical insights for refining policy frameworks, expanding the dissemination of quality resources, optimizing and upgrading products for an enhanced user experience, and fostering higher-order thinking skills to adeptly navigate evolving technological landscapes. In conclusion, this research endeavors to bridge the gap between theoretical discussions and practical applications.

Project-based learning (PBL) as an instructional method has been adopted across various academic disciplines, including foreign language education. While existing research has demonstrated the significant efficacy of PBL in enhancing students’ foreign language acquisition, investigations into its implementation and effectiveness within rural education settings remain notably scarce. This study adopted a mixed method design to conduct an 8-week pedagogical intervention, analyzing the effectiveness of PBL on EFL learners’ learning motivation and academic performance in a Chinese rural junior middle school. The quantitative results showed that the projected-based language learning (PBLL) enhanced EFL learners’ learning motivation, whereas its impact on academic achievement tests yielded limited effects. The qualitative data indicated that EFL learners showed greater interest in PBLL instruction. The findings suggest that PBLL can serve as an effective pedagogical approach to enhance rural EFL learners’ learning motivation, contextual writing skills, and alignment between instruction and standardized assessment.

Purpose: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).Design/methodology/approach: This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.Findings: The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.Research limitations/implications: This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.Practical implications: The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.Social implications: Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.Originality/value: This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.