Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Sulistiyo, Urip; Arif, Tubagus Zam Zam Al; Handayani, Reli; Ubaidillah, M. Faruq; Wiryotinoyo, Mujiyono

doi:10.17323/jle.2022.12467

Cited by 7 publications

(6 citation statements)

References 31 publications

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“…Furthermore, attitude was found to be a significant predictor of students' actual usage of e-learning in English learning. This result is consistent with those of previous research on technology acceptance in language learning (Alfadda and Mahdi, 2021;Rafiee and Naghneh, 2021;Arif et al, 2022;Sulistiyo et al, 2022), demonstrating that factors of the technology acceptance model are the main factors influencing students' adoption of technology for language learning.…”

Section: Efl University Students' Actual Use Of E-learningsupporting

confidence: 92%

“…Also, this study found that PEoU significantly influences PU. In addition, this study showed that PEoU significantly influence Attitude, which is consistent with previous studies on TAM (Jiang et al, 2021;Sulistiyo et al, 2022).…”

Section: The Electronic Journal Of E-learning Volume 22 Issue 1 2024supporting

confidence: 92%

“…TAM is one of the most powerful frameworks for understanding how users adopt technology in education. Its popularity stems from the ease with which it can be applied within structural equation modeling frameworks, as well as its ability to explain differences in actual technology usage or intention to use technology (Sulistiyo et al, 2022). The TAM model consists of three key constructs, i.e., perceived ease of use (PEoU), perceived usefulness (PU) and attitudes towards technology (ATT), explaining behavioral intentions (BI) and the use of technology indirectly or directly (Davis, 1989).…”

Section: Technology Acceptance Researchmentioning

confidence: 99%

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EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

Al Arif,

Kurniawan,

Handayani

et al. 2024

EJEL

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The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.

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Section: Efl University Students' Actual Use Of E-learningsupporting

confidence: 92%

Section: The Electronic Journal Of E-learning Volume 22 Issue 1 2024supporting

confidence: 92%

Section: Technology Acceptance Researchmentioning

confidence: 99%

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EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

Al Arif,

Kurniawan,

Handayani

et al. 2024

EJEL

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“…The Extended-TAM was suggested by some other scholars in that the factor of external variables is also considered to be a factor that affects users' acceptance and use of technology. Sulistiyo et al (2022) conducted research adopting TAM to investigate the TAM's determining factors toward the use of ICT tools for English learning. In this quantitative study, the TAM variables, namely Perceived Usefulness, Perceived Ease of Use, and Attitude, were entailed and expanded by three external factors, including Equipment, Motivation, and ICT Skills, to explore the pre-service teachers' attitudes toward ICT use for English learning.…”

Section: Tam Modelmentioning

confidence: 99%

The Implementation of Blended Learning for English Courses at Higher Education in Vietnam: Teachers’ Perceptions

Dinh,

Tran,

et al. 2024

acoj

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Advancements in technology and the Internet characterize the current English teaching and learning scenario. In this trend, the issue of blending face-to-face and online learning into English learning and teaching has drawn significant attention from teachers, researchers, and educators worldwide, including Vietnam, especially after the COVID-19 pandemic. Although this mode has been applied widely and shown its noticeable benefits, there have been relatively few studies regarding the perceptions of English lecturers at the tertiary level in English as a Foreign Language (EFL) context. Therefore, the objectives of this research are to (1) critically review knowledge of blended learning (BL); (2) investigate the tertiary level English lecturers’ perceptions of the BL model implementation in a college in Ho Chi Minh City, Vietnam; (3) provide some practical recommendations for future research and implementations. Online questionnaires and interviews with 14 English lecturers in the Summer 2023 semester were used to collect qualitative and quantitative data. At the end of the paper, EFL lecturers’ perceptions were revealed. Several educational implications and practical recommendations were suggested as well. The research findings are expected to contribute to a complete picture of BL in higher education in Vietnam.

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“…The integration of Information and Communication Technology (ICT) has indeed significantly impacted ELL by transforming the traditional language learning domain (Parveen et al, 2023). Studies have shown that ICT plays a crucial role in improving language skills and motivating learners (Isnani, 2019;Sulistiyo et al, 2022). Teachers and students have generally shown positive perceptions towards the use of ICT in learning English, with students finding it more engaging and enjoyable (Gómez et al, 2018;Triassanti et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

Lim,

Hashim

2024

IJARBSS

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English Language Learning (ELL) stands as a pivotal subject in worldwide education, gaining increasing significance in the landscape of 21st-century learning. The integration of Information and Communication Technology (ICT) in ELL, particularly from early childhood, has been a focal point. Nonetheless, a knowledge gap persists concerning the challenges and possibilities linked to the incorporation of Digital Storytelling (DST) within the Malaysian educational context. This conceptual paper explores the transformative role of DST as a catalyst for advancing ELL in the Malaysian educational landscape. Through an analysis of the global and Malaysian context, the paper sheds light on the unique opportunities and challenges associated with implementing DST in ELL. Additionally, it delves into the impact of DST on language skills, creative thinking, and critical analysis, offering insights that resonate with the goals of the Malaysian Education Blueprint and align with the aspirations of Sustainable Development Goal 4. The findings contribute to the ongoing discourse on effective strategies to enhance language education, particularly within the diverse and multicultural framework of Malaysia.

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Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Cited by 7 publications

References 31 publications

EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

The Implementation of Blended Learning for English Courses at Higher Education in Vietnam: Teachers’ Perceptions

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

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