Investigating Malaysian teachers' technology acceptance towards integrating e-learning into English teaching
Abstract
The presence of e-learning is prevalent in the teaching and learning process over the world. It has been proven to have a significant impact on the teaching of English subject. Therefore, this paper aims at investigating the level of ESL teachers’ technology acceptance towards integrating e-learning into English teaching at secondary schools in Sabah, Malaysia, by examining the constructs of Perceived Usefulness (PE), Perceived Ease of Use (PEOU), Attitude towards Usage (ATU), and Behavioral Intention (BI), which were extracted from the Technology Acceptance Model (TAM) proposed by Davis. A number of 144 English language teachers from 18 secondary schools in Kota Kinabalu responded to an online cross-sectional survey based on a simple random sampling, whereas the collected data were analyzed quantitatively and statistically. Overall, the results indicated that ESL teachers had a high level of technology acceptance (mean=3.921) to use e-learning in teaching English in terms of their PU (mean=3.925), PEOU (mean=3.797), ATU (mean=4.007), and BI (mean=3.995) in particular. Moreover, the discussions, recommendations, and implications have also been given in response to the issues addressed in the study.
Keywords
Full Text:
PDFReferences
Ahmad Sobri Hashim,. Wan Fatimah Wan Ahmad., & Aliza Sarlan. (2017). A study on
acceptance of mobileschool at secondary schools in Malaysia: Urban vs rural. Retrieved from https://aip.scitation.org/doi/abs/10.1063/1.5005383
Cai, H. (2012). E-learning and English Teaching. IERI Procedia, 2, 841-846.
Clarke, A. (2008). E-learning skills. New York, NY: Palgrave Macmillan.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, 13(3), 319-340.
English Language Standards and Quality Council. (2015). English Language Education
Reform in Malaysia–The Roadmap 2015–2025. Retrieved from http://eltc.moe.edu.my/roadmap/The%20Roadmap%202015-2025.pdf
Huang, F.,& Teo, T. (2016). Technology acceptance among EFL teachers in China: applying
the theory of planned behavior. Retrieved from https://www.worldresearchlibrary.org/up_proc/pdf/567-148603911319- 23.pdf
Hendehjan, N. M., & Noordin, N. (2013). Level of information & communication technology
(ICT) usage among ESL teachers in Malaysia. International Journal of Education and Literacy Studies, 1(1), 7-14.
Hew, T. S., & Sharifah Latifah Syed Abdul Kadirb. (2016). Understanding cloud-based VLE
from the SDT and CET perspectives: Development and validation of a measurement instrument. Computers & Education, 101(2016), 132-149.
Imtiaz Hassan Taj., Fatimah Ali., Muhammad Aslam Sipra., & Waqar Ahmad. (2017). Effect
of technology enhanced language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics & English Literature, 6(3), 262-267.
Kementerian Pendidikan Malaysia. (2013). Malaysia Education Blueprint 2013‐2025
(Preschool to Post-secondary Eudcation). Putrajaya, Malaysia: Pusat Pentadbiran Kerajaan Persekutuan. Retrieved from http://www.moe.gov.my/userfiles/file/PPP/Preliminary‐ Blueprint‐Eng.pdf
Kirmizi, O. (2014). Measuring technology acceptance level of Turkish pre-service English
teachers by using technology acceptance model. Educational Research and Reviews, 9(23), 1323-1333.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities.
Educational And Psychological Measurement, 30(3), 607-610.
Kwok, D., & Yang, S. (2017). Evaluating the intention to use ICT collaborative tools in a social
constructivist environment. International Journal of Educational Technology in Higher Education, 14(1), 14-32.
Ling, S, E., & Muuk, M. A. (2015). Blended learning in teaching secondary schools’ English:
a preparation for tertiary science education in Malaysia. Procedia- Social and Behavioral Sciences, 167(2015), 293-300.
Mack, L. (2010). The philosophical underpinnings of educational research. Retrieved from
https://secure.apu.ac.jp/rcaps/uploads/fckeditor/publications/polyglossia/Pol yglossia_V1 9_Lindsay.pdf
Ministry of Resource Development and IT. (2011). Sabah state ICT blueprint. Retrieved from
http://www.sabah.gov.my/main/Content/info/State%20ICT%20Blueprint%2 0Final.pdf
Mohammed Simko Abdullah., & Mehmet Toycan. (2018). Analysis of the Factors for the
Successful E-Learning Services Adoption from Education Providers’ and Students’ Perspectives: A case study of Private Universities in Northern Iraq. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 1097-1109.
Ng, S. F., & Confessore, G. J. (2011). Assessing the capacity for success in distance learning
in Malaysia. Procedia - Social and Behavioral Sciences, 15, 1742– 1750.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies
worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
Rubaai, N., & Hashim, H. (2019). Polytechnic ESL Lecturers’ Acceptance Of Using Massive
Open Online Course (MOOC) For Teaching English As A Second Language (ESL). International Journal of Innovative Technology and Exploring Engineering (IJITEE), 8(9), 114-121
Rosyidah Muhammad. (2015). The development of ICT and its political impact in Malaysia.
(JOBSTS) Journal of Borneo Social Transformation Studies, 1(1).
Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education, International
Journal Of Academic Research In Business And Social Sciences, 8(9), 314–319.
Soleimani, E., Ismail, K., & Mustaffa, R. (2014). The acceptance of mobile assisted language
learning (MALL) among post graduate ESL students in UKM. Procedia-Social and Behavioral Sciences, 118(1), 457-462.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research
instruments in science education. Research in Science Education, 48(6), 1273-1296.
Tan, C. K. (2018). Exploring TESL Pre-Service Teachers‟ Technology Acceptance
Perspectives towards Online Multimedia Materials Development: A Case Study in Sabah, East Malaysia. International Journal of Languages, Literature and Linguistics, 4(4), 319-323.
Trayek, F. A., Ahmad, T. B. T., Nordin, M. S., Dwikat, M. A., Abulibdeh, E. S. A., Asmar, M.,
& Sawari, S. S. M. (2016). Underlying structure of e-learning readiness among Palestinian secondary school teachers. Retrieved from https://staff.najah.edu/media/published_research/2019/01/14/E- learning_readiness_and_its_correlates_among_secondary_school_teachers_ in_Nablus_Palestine.pdf
Wong, S. L., & Teo, T. (2009). Investigating the technology acceptance among student teachers
in Malaysia: An application of the technology acceptance model (TAM). Asia-Pacific Education Researcher, 18(2), 261-272.
DOI: https://doi.org/10.26418/jeltim.v3i2.46798
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 by the author(s)
JOURNAL OF ENGLISH LANGUAGE TEACHING INNOVATIONS AND MATERIALS (JELTIM) is published by the Language Center of Universitas Tanjungpura in collaboration the with the English Language Teaching Materials (ELTeaM) association [Download MoU]. The publication of this journal is indexed by Arjuna (Sinta-2) https://drive.google.com/file/d/1nQlvEjtATotaCg4sDNdoVa5U3BV5f4Gf/view?usp=sharing Link Sinta 2 Link Sinta Kedua, Google Scholar, ROAD, Garuda, Scilit, Crossref, Research Gate, Copernicus, and Dimensions.
This work is licensed under a Creative Commons Attribution
NonCommercial-ShareAlike 4.0 International License.