Applying the Integrated Model of Technology Acceptance to AI-Driven Speech Tools: A Comparative Study on Oral Communication Enhancement in Vocational College Students

This study explores the technology acceptance mechanisms of AI-driven speech tools among vocational college students and compares their efficacy in enhancing oral communication skills. Utilizing the Integrated Model of Technology Acceptance (IMTA), the research investigates how Perceived Usefulness (PU), Perceived Enjoyment (PE), Perceived Ease of Use (PEOU), and Behavioral Intention (BI) influence students’ acceptance of the AI tools. A comparative analysis between an academic-focused tool (EAP Talk) and a general-purpose tool (iFlytek) was con-ducted through a one-month intervention involving 150 vocational college students. Students’ data were collected through a combination of quantitative surveys and semi-structured interviews, ensuring a comprehensive understanding of students' experiences and perceptions. Results indicate that EAP Talk significantly outperformed iFlytek in improving students’ speaking skills, particularly in pronunciation, fluency, grammar, and vocabulary. The study also found that PU had a stronger impact on BI than PE and PEOU, highlighting the importance of contextual relevance in tool acceptance. The findings suggest that AI speech tools tailored to vocational contexts can enhance students’ oral proficiency and employability. The study highlights that integrating AI tools with industry-specific scenarios and providing in-depth feedback are crucial for effective vocational English education.