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Chinese EFL University Teachers’ Beliefs on Large Language Models in Language Education: A Latent Profile Analysis

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  • Yang Gao
  • Qikai Wang
  • Xiaochen Wang
  • Quan Quan

Abstract

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.

Suggested Citation

  • Yang Gao & Qikai Wang & Xiaochen Wang & Quan Quan, 2025. "Chinese EFL University Teachers’ Beliefs on Large Language Models in Language Education: A Latent Profile Analysis," SAGE Open, , vol. 15(3), pages 21582440251, September.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251382580
    DOI: 10.1177/21582440251382580
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