Abstract: Artificial intelligence, as an emerging technology, is triggering a global education revolution. The level of acceptance of artificial intelligence technology by teachers will directly affect the effectiveness of its application in educational practice. This article is based on the UTAUT model and uses two research methods, questionnaire survey and semi-structured interview, to explore the acceptance and influencing factors of artificial intelligence technology among vocational English teachers. The study found that social influence, effort expectations, and convenience conditions have a significant positive effect on the acceptance, while perceived risk has a negative effect. The moderating effect of factors such as gender, teaching experience, and professional title is not significant. Based on the research results, suggestions are proposed to improve the acceptance of artificial intelligence technology among vocational English teachers.

Key words: Artificial intelligence technology, UTAUT, Technical acceptance, Vocational English teachers, Influencing factors, Intelligent tutoring