Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs

2021 ◽  
Author(s):  
Hui‐Tzu Hsu ◽  
Chih‐Cheng Lin
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Psychological Constructs ◽  
Mobile Assisted Language Learning ◽  
College Learners ◽  
Acceptance Model

scholarly journals Indonesian English Learners’ Perception of The Implementation of Mobile Assisted Language Learning in English Class

2019 ◽  
Vol 3 (1) ◽  
pp. 70
Author(s):  
Ahmad Lizamuddin ◽  
Abdul Asib ◽  
Ngadiso Ngadiso
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
English Learners ◽  
Positive Perception ◽  
Descriptive Research ◽  
English Class ◽  
Mobile Assisted Language Learning ◽  
University Level ◽  
Acceptance Model

Many Indonesian English Learners nowadays use  the smartphone as their communication tools. It is used only for socializing through social media by most of them. This descriptive research aims to elaborate their perception on the implementation of MALL in English Class for University Level. The data were collected through a survey questionnaire which was adapted from the Technology Acceptance Model (TAM). The result proves that they have a positive perception on the usage of MALL.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Tubagus Zam Zam Al Arif ◽  
Reli Handayani
Keyword(s):  
University Students ◽  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
English Language ◽  
English Education ◽  
Equation Modeling ◽  
English Language Learning ◽  
Ict Use ◽  
Acceptance Model

This study examines the factors of the Technology Acceptance Model (TAM) that influence the acceptance of ICT use for English language learning of EFL University Students. This study also addresses the possible obstacles that affect and limit the use of ICT by adding motivation and ICT skills as extended TAM variables. This area of research topic is unexplored in the Indonesian context, especially in higher education institution. An analysis of these factors can assist instructors to understand how students learn using ICT and in providing useful advice to them during the learning process. The quantitative method was applied in this study, which included 303 students' teachers of English Education at a state university in Jambi, Indonesia. The instrument used in collecting the data was an online questionnaire. Data collected were analyzed by using Structural Equation Modeling (SEM) with SmartPLS3 program to analyze the proposed hypotheses formed in order to meet the study objectives. The SEM result indicated that the factors of the technology acceptance model are the main factors affecting the ICT use. The study concluded that the influence of motivation and skills for ICT usage was mediated by three main TAM variables, namely perceived ease of use, perceived usefulness, and attitudes. 

The Role of Technology Acceptance Model in Constructing Unbounded Learning Environments for Second Language Learners

2021 ◽  
pp. 282-298
Author(s):  
Nurdan Kavaklı ◽  
Rabia Ölmez
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Language Learners ◽  
Technology Acceptance Model ◽  
Second Language Learners ◽  
Language Teachers ◽  
Second Language Teachers ◽  
Acceptance Model

This chapter provides a foundation as to why second language teaching and learning as a discipline should be refocused with caution in the world of technology, what sort of theoretical and practical implications should be in place for second language teachers to employ in unbounded learning environments, what the roles of technology acceptance model (TAM) in shaping unbounded language learning environments for second language teachers and learners are, in what ways it can be possible to provide an ecological perspective on learning to utilize web-based technologies for second language learners, which is basically different from traditional learning models. More specifically, this chapter takes an informed look at the significance of teachers' technology acceptance in constructing unbounded learning environments to teach a second language.

Extending the Learning Technology Acceptance Model of WeChat by Adding New Psychological Constructs

2020 ◽  
Vol 58 (6) ◽  
pp. 1121-1143
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Large Scale ◽  
Equation Modeling ◽  
Future Research ◽  
Learning Technology ◽  
Significance Level ◽  
Acceptance Model

The extended constructs of technology acceptance model (TAM) have rarely been linked to psychological influence factors. This study complements for the missing link in literature through structural equation modeling and a nonparametric Mann–Whitney U test based on the data obtained from a large-scale questionnaire survey. It is concluded that (a) conformity behavior can be integrated into the TAM to establish a fit model in WeChat use in language learning at the significance level .05, (b) self-esteem can be integrated into the TAM to establish a fit model in WeChat use in language learning at the significance level .05, and (c) there are no significant gender differences in the extended constructs in the TAM in WeChat use in language learning at the significance level .05. Future research may extend the constructs further in psychology in order to complement for missing links in current literature. It is also promising to establish a sociocultural TAM with respect to mobile device acceptance in both western and eastern contexts.

scholarly journals Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills: A Comparative Study for Asian Universities

2021 ◽  
Vol 13 (11) ◽  
pp. 6328
Author(s):  
Mohsen Mortazavi ◽  
Mahyuddin K. M. Nasution ◽  
Foad Abdolahzadeh ◽  
Mojtaba Behroozi ◽  
Afshin Davarpanah
Keyword(s):  
Comparative Study ◽  
Language Learning ◽  
Technology Acceptance ◽  
Language Skills ◽  
Receptive Language ◽  
Influential Factors ◽  
Sustainable Solutions ◽  
Mobile Assisted Language Learning ◽  
Technological Concepts ◽  
Acceptance Model

In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL in higher education language learning. Eight papers were selected according to the specific criteria to categorize the results based on language skills interpretation and technological concepts. Therefore, after thoroughly understanding proposed methodologies and comparing them properly, underlying assumptions about this phenomenon are elaborated, and holistic and sustainable solutions are provided to address this idea. The results of this analysis indicated that Mobile devices are being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology and yielding satisfactory results. According to the findings of this comparative study, LINE and WhatsApp would be of interest among university students to improve receptively (listening and reading) and productivity (writing and speaking), respectively. Moreover, the technology acceptance model (TAM) would be a prominent option for teachers to adapt their current and future educational programs instead of only in-person teaching to improve students’ learning quality.

scholarly journals Penerimaan Sistem Pembelajaran Bahasa Arab Dengan E-Learning dan Gim di Masa Pandemi COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 346-361
Author(s):  
Dewi Khairani ◽  
Muhammad Iqbal ◽  
Dede Rosyada ◽  
Zulkifli Zulkifli ◽  
Fitri Mintarsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Arabic Language ◽  
Positive Perception ◽  
The People ◽  
Actual Use ◽  
E Learning ◽  
Acceptance Model ◽  
Improve Student Learning

Abstract This study discusses the acceptance of the use of e-learning and games in learning Arabic during the COVID-19 pandemic. Arabic learning experienced considerable challenges in learning before the pandemic and now with the pandemic, this process has even greater challenges which ultimately require an Arabic language learning method that adapts to the generation, situation and condition of the people who are experiencing the COVID-19 pandemic so that learning can still be carried out with good and fun outcomes. This research through its five hypotheses which are built based on the Technology Acceptance Model (TAM) theory, shows that with the use of e-learning and games, a positive perception of convenience which then supports usefulness and ultimately affects the attitudes and behaviour of users in learning Arabic can be proven by the acceptance of the five the hypothesis. The consistent use of e-learning and games in learning, especially Arabic learning and the implementation of e-learning and games to support the curriculum are expected to improve student learning experiences for the better and also increase the actual use of both methods.   Abstrak Penelitian ini membahas tentang penerimaan penggunaan e-learning dan gim dalam pembelajaran Bahasa Arab selama Pandemi COVID-19. Pembelajaran Bahasa Arab mengalami tantangan yang cukup besar dalam pembelajaran sebelum pandemi dan sekarang dengan adanya pandemi, proses ini memiliki tantangan yang lebih besar yang akhirnya membutuhkan sebuah metode pembelajaran bahasa Arab yang menyesuaikan dengan situasi generasi, situasi dan kondisi masyarakat yang sedang mengalami pandemi COVID-19 agar pembelajaran tetap dapat dilaksanakan dengan hasil keluaran yang baik dan menyenangkan. Penelitian ini melalui kelima hipotesisnya yang dibangun berdasarkan teori Technology Acceptance Model (TAM), menunjukkan bahwa dengan penggunaan e-learning dan gim, persepsi positif tentang kemudahan yang kemudian menunjang kebermanfaatan dan akhirnya mempengaruhi sikap dan perilaku pengguna dalam pembelajaran bahasa Arab dapat dibuktikan dengan penerimaan kelima hipotesis tersebut. Penggunaan e-learning dan gim secara konsisten dalam pembelajaran khususnya pembelajaran Bahasa Arab dan implementasi e-learning dan gim untuk mendukung kurikulum diharapkan dapat meningkatkan pengalaman belajar siswa menjadi lebih baik dan juga meningkatkan penggunaan keduanya secara aktual.

scholarly journals EFL Learners’ Perceptions Regarding the Use of Busuu Application in Language Learning: Evaluating the Technology Acceptance Model (TAM)

2021 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Mada AlDakhil ◽  
Hind AlFadda
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Online Survey ◽  
Structured Interview ◽  
Large Sample Size ◽  
Efl Learners ◽  
Long Term Study ◽  
Secondary Stage ◽  
Acceptance Model

After the exceptional circumstances the whole world has experienced due to the COVID-19 pandemic, students have become digital natives who seek learning that overcomes the barriers of place and time. This mixed-methods study aimed at investigating EFL learners&#39; perceptions regarding the application of Busuu in language learning, by applying the Technology Acceptance Model (TAM). The participants were 58 first secondary stage students in a Saudi private school. An online survey and a semi-structured interview were used to collect data. The results revealed that EFL learners have a positive attitude towards Mobile Assisted Language Learning (MALL).&nbsp; Additionally, according to the TAM, the participants found the language application Busuu useful and easy to use. They also thought of Busuu as a valuable resource for language learning, which increases their motivation to be autonomous learners. However, in addition to the TAM components, the results also showed that affordance and joyfulness could be strong indicators of learners&#39; acceptance of a particular technology.&nbsp; Moreover, the results revealed that mobile applications might be more helpful for beginner learners than advanced ones. On the other hand, the findings also showed that Busuu might distract learners from doing their homework. Besides, the regular use of Busuu might be harmful to their eyes due to the small mobile screen size. For further research, the recommendation includes a large sample size in addition to a long-term study of EFL learners&#39; perception towards Busuu in normal classroom circumstances.&nbsp;

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