本研究採用計畫行為理論（TPB）作為理論框架，探討人工智慧輔助英語口說系統對台灣一所語言機構的家長滿意度及家長為其子女續班意願的影響。研究對象為T語言機構359位學生家長，通過問卷調查探討教育社群影響、學生口說能力、家長科技接受度與學生續班意願之間的關係。
階層迴歸分析結果顯示，教育社群影響和學生口說能力均對學生續班意願有正面影響。研究發現家長科技接受度在這些關係中起調節作用，當教育社群影響或學生口說能力較高時，科技接受度較低的家長在續班意願上表現出更明顯的效果。
研究結果凸顯了科技整合、學習成效和社會因素在家長對補習教育決策中的複雜互動。本研究對理解語言學習環境中人工智慧的採用有重要貢獻，並為語言機構如何透過科技創新提高學生續班率提供實際應用的啟示。

This study explores the impact of an AI-assisted English-speaking system on parental satisfaction and parents' re-enrollment intention for their children at a language institution in Taiwan, using the Theory of Planned Behavior (TPB) as a theoretical framework. A survey was conducted with 359 parents of students enrolled at T Language Institution to examine the relationships between educational community influence, students' speaking proficiency, parents' technological acceptance, and students' re-enrollment intention.
Results from hierarchical regression analysis indicate that both educational community influence and students' speaking proficiency positively affect students' re-enrollment intentions. Parents' technological acceptance was found to moderate these relationships, with a more pronounced effect on the re-enrollment intention for parents with lower technological acceptance when educational community influence or students' speaking proficiency was high.
The findings underscore the intricate interplay between technological integration, learning outcomes, and social factors in parental decision-making regarding supplementary language education. This research significantly enhances our understanding of AI adoption in language learning contexts and provides practical implications for language institutions to improve student retention through technological innovation.

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