Factores que influyen en el éxito del servicio al cliente en las farmacias de Guayaquil
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Artificial intelligence (AI) has gained prominence in language learning in higher education by facilitating personalized practice, immediate feedback, and self-directed support. This study analyzed the acceptance of AI tools in learning English as a foreign language among university students at the A2 and B1 levels, using the Technology Acceptance Model (TAM). A quantitative approach with a non-experimental, cross-sectional, and correlational design was adopted. Using non-probabilistic convenience sampling, the study involved 296 students from the University of Guayaquil. The instrument was a 15-item Likert-scale questionnaire, validated through expert judgment and pilot-tested with 30 students. Analysis in SPSS revealed adequate levels of reliability (α = .879–.912) and positive, significant correlations between perceived usefulness and intention to use (r = .767, p < .001), ease of use and intention to use (r = .709, p < .001), and usefulness and ease of use (r = .694, p < .001). The findings indicate a favorable perception of AI; however, its sustained integration requires pedagogical guidance and the strengthening of digital literacy.
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