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چکیده
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The COVID-19 pandemic stymied education and necessitated rapid transitions to online and distance learning worldwide, spurring the rapid growth of education technologies to facilitate remote and online learning. Based on the principles of the Davis Technology Acceptance Model (TAM), the present study aimed to analyze the perspectives of Iranian English as a Foreign Language (EFL) teachers in relation to the usefulness and ease of use of Artificial Intelligence (AI)-based educational technologies, with the intention of determining their attitude and intention towards its integration, particularly in the context of pandemic circumstances. The TAM is a well-established framework for predicting technology adoption, yet has seen limited application regarding AI tools in Iranian education, specifically in pandemic situations. This quantitative study used a survey, quantitative analysis methods, and a validated theoretical framework (TAM) to statistically examine perception-based predictors of behavior concerning AI educational technology adoption. The initial survey was adapted from instruments used in prior related studies, validated through content validity and piloted on a number of respondents. In all, an online questionnaire incorporating TAM constructs was administered to 261 Iranian EFL teachers regarding their attitudes using AI tools like automated essay scoring during remote teaching amid public health restrictions. The findings derived from the quantitative analysis demonstrated that the perception of usefulness had a substantial impact on individuals' attitude. In addition, the perception of ease of use exerted an influence on both attitude and the intention to utilize AI technologies. Findings provide insights into enhancing acceptance of emerging AI tools among Iranian educators during periods of crisis-driven remote teaching and guide efforts to support effective technology integration under conditions requiring rapid migration of teaching online. The study
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