The Influence of Mobile Technology Adoption among Secondary School Teachers using the UTAUT2 Model

Mobile technology (MT) is a mobile device that has become a fixture of gadget enthusiasts, and its use has proliferated around the world in recent years. The situation is becoming more and more popular in the field of education. As a teacher, they are also directly involved in the benefits of MT. Most teachers use MT for personal purposes such as accessing email, communicating through social media and browsing web pages. However, it is difficult to determine the driving force behind the use of MT to improve teaching. Therefore, this study was conducted to identify factors influencing teachers' behavioral intention to use MT (TBIMT) based on the UTAUT2 Model. A total of 422 secondary school teachers in the state of Kedah, Malaysia, were selected as respondents of the study. The findings show that only three components of UTAUT2 influence TBIMT in teaching, namely EE, HM and HT. In conclusion, teachers can manipulate the advantages of MT to create more effective teaching strategies.

Download Full-text

Understanding the Factors that Influence Secondary School Teachers’ Intention to Use e-Learning Technologies for Teaching After the COVID-19 Pandemic

2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) ◽

10.23919/mipro48935.2020.9245433 ◽

2020 ◽

Author(s):

S. Babic ◽

S. Krizan Sucic ◽

G. Sinkovic

Keyword(s):

Secondary School ◽

Secondary School Teachers ◽

Learning Technologies ◽

Intention To Use ◽

School Teachers ◽

E Learning

Download Full-text

Behavioral Intention to Use Mobile Technology in Language Teaching

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2020100102 ◽

2020 ◽

Vol 16 (4) ◽

pp. 14-34

Author(s):

Ibtehal Mahmoud Aburezeq ◽

Fawzi Fayez Ishtaiwa-Dweikat ◽

Marielle Patronis

Keyword(s):

Technology Acceptance ◽

Mobile Technology ◽

Behavioral Intention ◽

Language Teaching ◽

Ease Of Use ◽

Perceived Usefulness ◽

Intention To Use ◽

Perceived Ease Of Use ◽

Study Results ◽

Behavioral Intention To Use

This study aimed to qualitatively investigate the factors that influence teachers' behavioral intention to use mobile technology (BIU) for language teaching employing the original technology acceptance model (TAM) as a framework. Semi-structured interviews were conducted with 28 Arabic and English teachers. The study results revealed that there were several external variables influencing teachers' behavioral intention to use mobile technology. It was also found that participants had mixed levels of perceived ease of use (PEOU), perceived usefulness (PU), and attitude toward use (ATU). Moreover, it was concluded that ATU had a direct impact on BIU and PU was the responsible factor for participants who had a mixed ATU.

Download Full-text

Acceptance, Readiness and Intention to Use Augmented Reality (AR) in Teaching English Reading among Secondary School Teachers in Malaysia

Asian Journal of University Education ◽

10.24191/ajue.v17i4.16200 ◽

2021 ◽

Vol 17 (4) ◽

pp. 312

Author(s):

Mohd Hafizuddin Mohamed Jamrus ◽

Abu Bakar Razali

Keyword(s):

Augmented Reality ◽

Secondary School ◽

English Language ◽

Secondary School Teachers ◽

English Teachers ◽

Intention To Use ◽

Teaching English ◽

School Teachers ◽

English Reading ◽

High Level

Abstract: This research reports on Malaysian English teachers’ readiness and acceptance in using Augmented Reality (AR) in English instruction and their intention to use AR in teaching English reading. Through a survey on 181 Malaysian English language teachers in Klang Valley, Malaysia, it was found that Malaysian English teachers possess quite a high level of acceptance in using Augmented Reality in the teaching of English reading with 60.8 % (n = 110); and have a high level of readiness in using Augmented Reality in the teaching of English reading at 63.0% (n = 114). The researchers also found significant correlation between level of acceptance and behavioral intention (r = .935**, p = .00, p < .05) between teachers’ acceptance with their intention to use Augmented Reality in teaching of English reading at .05 level of significance. There is also high correlation between teachers’ readiness with intention to use augmented reality in teaching English reading, with the correlation coefficient (r), at .924. In conclusion, Malaysian secondary school teachers’ acceptance and readiness to use Augmented Reality (AR) in teaching English reading are high and there is a positively significant relationship between acceptance and readiness with intention to use AR in teaching English reading. Keywords: Acceptance, Augmented Reality, English Language Learning, English Reading, Readiness, Intention to Use

Download Full-text

“ISOBEL RAINEY. EFL IN THE SECONDARY SCHOOL SECTOR: GRASSROOTS TEACHERS’ REALITIES AND PRACTICES”: REVIEW OF THE BOOK

АRS LINGUODIDACTICAE ◽

10.17721/2663-0303.2019.4.09 ◽

2019 ◽

pp. 62-69

Author(s):

Victoria Drobotun ◽

Tamara Kavytska

Keyword(s):

Secondary School ◽

Foreign Language ◽

Secondary School Teachers ◽

Teaching English ◽

Positive Aspect ◽

School Teachers ◽

Classroom Activities ◽

The World ◽

School Sector ◽

Excellent Resource

The article is a review of the book “Isobel Rainey. EFL in the Secondary School Sector: Grassroots Teachers’ Realities and Practices”. An excellent resource for teachers, students and EFL enthusiasts, this book is an interesting research in the field of teaching English as a foreign language in a secondary education setting. The author discusses typical challenges faced by most secondary school teachers of English all over the world by inviting readers to an engaging professional dialogue on the issue that has not received much attention in literature. In her book, Isobel Rainey combines a broad theoretical analysis of the secondary school EFL research with observations of classroom activities, which breathes life into the author’s narrative. The description of teachers’ classroom experiences is the most valuable asset of the book, as it gives teachers practical tips on how to respond to certain challenges in the classroom. Another positive aspect of the book is that with the terminology explained, the writing is clear and understandable; it allows readers to easily follow the author’s narration, which makes the book attractive for language educators whose English is a second or foreign language.

Download Full-text