TY - JOUR
T1 - Chinese EFL University Teachers’ Beliefs on Large Language Models in Language Education
T2 - A Latent Profile Analysis
AU - Gao, Yang
AU - Wang, Qikai
AU - Wang, Xiaochen
AU - Quan, Quan
N1 - Publisher Copyright:
© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
PY - 2025/7/1
Y1 - 2025/7/1
N2 - This study explores Chinese EFL university teachers’ beliefs regarding the integration of Large Language Models (LLMs) into language education, drawing on the Expectancy-Value-Cost (EVC) theory. A total of 298 valid responses were collected via an online questionnaire, and Latent Profile Analysis (LPA) was employed to identify distinct belief profiles. The analysis revealed three teacher profiles: (1) Low EVC, (2) Medium EVC, and (3) High EVC. Teachers in the High EVC group reported strong expectancy beliefs and perceived value in using LLMs, despite recognizing potential costs, while those in the Low EVC group expressed limited confidence and high perceived barriers. Significant differences were also found across school type, LLM experience, class size, teaching mode, IT infrastructure, and accessibility of LLM use. The study offers theoretical insights by applying EVC theory to explain technology adoption among language educators and suggests practical implications for educational policy and teacher training. Promoting institutional support, improving IT infrastructure, and offering targeted professional development are essential for fostering positive teacher beliefs and successful LLM integration in language education.
AB - This study explores Chinese EFL university teachers’ beliefs regarding the integration of Large Language Models (LLMs) into language education, drawing on the Expectancy-Value-Cost (EVC) theory. A total of 298 valid responses were collected via an online questionnaire, and Latent Profile Analysis (LPA) was employed to identify distinct belief profiles. The analysis revealed three teacher profiles: (1) Low EVC, (2) Medium EVC, and (3) High EVC. Teachers in the High EVC group reported strong expectancy beliefs and perceived value in using LLMs, despite recognizing potential costs, while those in the Low EVC group expressed limited confidence and high perceived barriers. Significant differences were also found across school type, LLM experience, class size, teaching mode, IT infrastructure, and accessibility of LLM use. The study offers theoretical insights by applying EVC theory to explain technology adoption among language educators and suggests practical implications for educational policy and teacher training. Promoting institutional support, improving IT infrastructure, and offering targeted professional development are essential for fostering positive teacher beliefs and successful LLM integration in language education.
KW - large language models
KW - latent profile analysis
KW - teacher beliefs
KW - technology integration
UR - https://www.scopus.com/pages/publications/105017395183
U2 - 10.1177/21582440251382580
DO - 10.1177/21582440251382580
M3 - 文章
AN - SCOPUS:105017395183
SN - 2158-2440
VL - 15
JO - SAGE Open
JF - SAGE Open
IS - 3
M1 - 21582440251382580
ER -