This study investigates Chinese primary school students' acceptance of a social robot for English-as-a-foreign-language (EFL) speaking practice through a sequential explanatory mixed-methods design. Integrating the Technology Acceptance Model (TAM) and the Computers Are Social Actors (CASA) paradigm, the research explores both functional and social factors influencing learners' behavioural intention to use the robot. Quantitative data from 436 students were analysed using structural equation modelling, followed by qualitative interviews with twelve students to interpret the findings. Results show that perceived enjoyment and ease of use are the strongest predictors of acceptance, while social attributes such as warmth, anthropomorphism, and social presence significantly enhance enjoyment. Perceived intelligence affects usefulness but not ease of use. The findings suggest that emotional and social engagement are central to young learners' acceptance of educational robots, highlighting the importance of designing socially intelligent technologies that promote motivation and speaking confidence in EFL learning contexts.

翻译：本研究通过序列解释混合方法设计，探讨中国小学生对社交机器人用于英语口语练习的接受度。结合技术接受模型（TAM）与计算机作为社会行动者（CASA）范式，研究分析了影响学习者使用该机器人行为意图的功能因素与社会因素。对436名学生进行定量数据收集，采用结构方程模型分析，随后对12名学生开展定性访谈以解释研究结果。结果显示：感知愉悦性与易用性是接受度的最强预测因子，而温暖感、拟人化及社会存在感等社会属性显著增强愉悦性。感知智能影响有用性但对易用性无显著作用。研究表明，情感与社会参与对低龄学习者接受教育机器人至关重要，这凸显了设计社会智能技术以促进英语学习情境中学习动机与口语自信的重要性。