EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students’ academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students’ motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning.

Many seem to believe that today’s pre-service teachers as born after 1980 are digital natives, or that they are “native speakers” of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the four-factor, 21-item Digital Nativity Assessment Scale (DNAS) was one of the first instruments to assess digital nativeness (DN). This study aim is to explore the influence of pre-service teachers’ DN on their intention to use technology in the future classroom in Serbia, by evaluating the DNAS on Serbian sample and using it for measuring the DN. Six variables were incorporated to examine their mutual relationships based on technology acceptance model: digital nativeness, behavioral intention (BI), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN), and technological complexity (TC). Data were collected from 688 pre-service teachers in Serbia. Exploratory factor analysis confirmed a four-factor model for the DNAS, and Serbian pre-service teachers demonstrated a high level of DN. To evaluate the hypothesized model structural equation modeling was utilized. The suggested model had a good fit for describing the BI of Serbian pre-service teachers, accounting for 27.1% of the variance in BI. It was found that direct dominant predictors of BI are digital native traits, perceived usefulness, and perceived ease of use. Significant influence of digital native traits on all other variables in the model was also confirmed. The implications for theory and practice are discussed.

Online learning has been utilized due to the sudden shift taken among educational institutions to continue students’ learning during the COVID-19 pandemic. Three years into the pandemic, universities now offer different modalities of education due to the establishment of online and modular learning modalities. Hence, the intention of students to adapt to online learning despite the availability of traditional learning is underexplored. With the limited availability of face-to-face learning at the near end of the epidemic in the Philippines, this study sought to analyze the factors that influenced behavioral intentions towards continuing online learning modalities. Five hundred students from different universities in the Philippines participated and answered 42 adapted questions in an online survey via Google Forms. Structural equation modeling (SEM) was used in this study, with factors such as an affective latent variable, attitude towards behavior, autonomy, relatedness, competency, expectation, confirmation, satisfaction, and behavioral intention. The study found that attitude towards behavior has the highest positive direct effect on students’ intentions to pursue online learning, followed by expectation and confirmation, satisfaction and behavioral intention, competence and behavioral intention, and the affective variable and satisfaction. The effect of expectations on satisfaction and the affective variable on behavioral intentions was seen to have no significance regarding students’ intentions. This also study integrated expectation–confirmation theory, the theory of planned behavior, and self-determination theory to holistically evaluate students’ intentions to pursue online learning despite the availability of traditional learning. The educational sector can utilize these findings to consider pursuing and offering online learning. Additionally, the study can help future researchers evaluate students’ behavioral intentions concerning online learning.

Online learning is education that takes place over the internet with many advantages of online learning however this can contribute to the academic stress of students and have an impact on the fatigue level of students. The purpose of this study is to evaluate the effect of academic stress on the level of fatigue that students experience in online learning. A survey questionnaire that consists of the FAS questionnaire and academic stressors was distributed to 100 respondents in the National Capital Region, Philippines. The FAS score revealed that 92% of the respondent's experience fatigue while the remaining 8% do not have fatigue. The top 3 academic stressors that online students experience most of the time are fear of failure, self-expectations, and exams and deadlines. The ANOVA analysis results revealed a significant difference between the gender and the fatigue level of students in online learning. Correlation analysis results showed that all the academic stressors have a significant relationship with the fatigue level of students in online learning. Poor school- life balance has the highest correlation with the fatigue level of students followed by poor time management, and lack of mental care therefore, indicating that academic stress has an effect on the level of fatigue students experience in online learning.

Demotivation is a complex problem that many foreign language (FL) learners faced, and it is caused by a variety of factors including the teacher, poor self-esteem, and previous bad language learning experiences(BABA KHOUYA, 2018). This study aimed to understand the demotivating factors on EFL students in online learning. The participants of this study were three students of the third grade of senior high school in Karawang. This study used a qualitative case study design to address the research objectives. The data for this study was gathered through semi-structured interview questions as an instrument of this study. The collecting data was obtained through Google meeting. The result of this study revealed that there are two demotivating factors on EFL students in online learning. Those are the teacher’s methods and learning material. In this case, the researcher found out that those factors are from the external factors. In the teacher’s method, there are two aspects that demotivate EFL students in online learning. The first aspect is because the teacher always speaks English all the time during learning. The second is because the teacher did not evaluate the students’ assignments. The last factor is the learning materials, the students get difficult to understand the materials during online learning.
 
 Keywords: demotivation factors, online learning.

While the literature presents various advantages of using blended learning, policymakers must identify the barriers and challenges faced by students that may cripple their online learning experience. Understanding these barriers can help academic institutions craft policies to advance and improve the students' online learning experience. This study was conducted to determine the challenges of computing students in one private University in the Philippines during the period where the entire Luzon region was placed under the Enhanced Community Quarantine (ECQ) as a response to the COVID-19 pandemic. A survey through MS Forms Pro was performed to identify the experiences of students in online learning. The survey ran from March 16 to March 18, 2020, which yielded a total of 300 responses. Descriptive statistics revealed that the top three barriers and challenges encountered by students were 1. the difficulty of clarifying topics or discussions with the professors, 2.the lack of study or working area for doing online activities, and 3. the lack of a good Internet connection for participating in online activities. It can be concluded that both students and faculty members were not fully prepared to undergo full online learning. More so, some faculty members may have failed to adapt to the needs of the students in an online learning environment. While the primary data of the study mainly came from the students, it would also be an excellent addition to understand the perspective of the faculty members in terms of their experiences with their students. Their insights could help validate the responses in the survey and provide other barriers that may not have been included in the study.

This study examines the roles of Perceived External Control (PEC) and Computer Playfulness (CP) in shaping users' Behavioral Intention (BI) to adopt mobile banking, alongside Perceived Ease of Use (PEOU) within the Technology Acceptance Model (TAM) (Mathew, Sulphey, & Prabhakaran, 2014). PEC refers to users' beliefs about their ability to control the mobile banking environment, which can lead to increased confidence and BI (Marpaung, Dewi, Grace, Sudirman, & Sugiat, 2021). CP is characterized by enjoyment and engagement, positively influencing users' attitudes and BI (Salah & Ayyash, 2024). The study highlights the significance of PEC and CP in enhancing PEOU, which explains 65% of the variance in BI. PEC allows users to feel in command, reducing anxiety and enhancing user confidence (Gu, Lee, & Suh, 2009). CP contributes to a more enjoyable interaction, encouraging exploration and usage (Zhang, Lu, & Kizildag, 2018). PEOU acts as a crucial mediator between PEC, CP, and BI, indicating that users who find mobile banking easy to use are more likely to adopt it (Obaid, 2021). The research emphasizes the importance of enhancing PEOU to boost user adoption rates in mobile banking services (Aldammagh, Abdeljawad, & Obaid, 2021). However, factors such as trust and perceived risk also play critical roles in user acceptance, suggesting a multifaceted approach is necessary (Illia, Ngniatedema, & Huang, 2015; Obaid, 2021). By integrating playful elements and enhancing users' perceptions of external control, banks can improve PEOU and user satisfaction, aligning with the TAM and emphasizing the importance of perceived enjoyment and control in fostering user engagement.

Digital maps have become important teaching and learning tools in education. However, limited research has examined the factors influencing learners’ acceptance of map-based online learning systems. This study proposes and validates an extended Technology Acceptance Model (TAM) that integrates two psychological constructs—habit and self-efficacy—into the original TAM framework to better explain students’ behavioural intention to use a map-based online learning system (Map-OLS). Structural equation modelling (SEM) was employed to analyse data from 812 participants with prior online learning experience. The results indicated that perceived ease of use (PEoU) and perceived usefulness (PU) had direct positive effects on the behavioural intention to use Map-OLS. PEoU positively affected PU and indirectly influenced behavioural intention to use Map-OLS via PU. Both habit and self-efficacy had significantly positive influences on PEoU and PU. Self-efficacy also directly influenced the behavioural intention to use Map-OLS. This study makes a theoretical contribution by extending and empirically validating TAM in the context of map-based learning environments, while also offering practical insights for designing more engaging and effective online learning systems.

In recent years, web-based interactive learning tools have gained significant recognition in Malaysia’s public and private universities. Like any other Internet-based systems, the adoption requires a solid understanding of user acceptance process. In Malaysia, however, the knowledge of users’ behavior toward web-based interactive learning is somewhat limited but is fundamental and essential as part of employing the system in the classroom. This study was conducted to examine students’ behavioral intention to use web-based interactive learning tools and analyze the Technology Acceptance Model (TAM). In this paper, the authors present the findings from a quantitative survey of 174 respondents and focus on student responses to perceived usefulness (PU), perceived ease of use (PEOU), attitudes toward usage (ATU), and behavioral intention to use (BIU) web-based interactive learning tools. All hypotheses are supported. A closer look at the constructs reveals a full mediating role of attitude toward usage (ATU) between perceived ease of use (PEOU) and behavioral intention to use (BIU). The findings suggest that TAM can be applied legitimately in the context of determining students’ behavioral intention to use web-based interactive learning tools.

This paper examines mathematics teachers’ level of acceptance and intention to use the Augmented Reality Geometry Tutorial System (ARGTS), a mobile Augmented Reality (AR) application developed to enhance students’ 3D geometric thinking skills. ARGTS was shared with mathematics teachers, who were then surveyed using the Technology Acceptance Model (TAM) to understand their acceptance of the technology. We also examined the external variables of Anxiety, Social Norms and Satisfaction. The effect of the teacher’s gender, degree of graduate status and number of years of teaching experience on the subscales of the TAM model were examined. We found that the Perceived Ease of Use (PEU) had a direct effect on the Perceived Usefulness (PU) in accordance with the Technology Acceptance Model (TAM). Both variables together affect Satisfaction (SF), however PEU had no direct effect on Attitude (AT). In addition, while Social Norms (SN) had a direct effect on PU and PEU, there was no direct effect on Behavioural Intention (BI). Anxiety (ANX) had a direct effect on PEU, but no effect on PU and SF. While there was a direct effect of SF on PEU, no direct effect was found on BI. We explain how the results of this study could help improve the understanding of AR acceptance by teachers and provide important guidelines for AR researchers, developers and practitioners.

Based on a Technology Acceptance Model, this study investigates and increases the understanding of how perceived technological attributes (perceived technological implicitness and compatibility) and internal beliefs (perceived usefulness and perceived ease of use) will influence the behavioral intention of accepting licensing in new technology. This study adopts the Structural Equation Modeling approach. Based on the 244 correspondents from Taiwan's four high technology industries, 63% of the variance of licensees' behavioral intention can be accounted for by perceived usefulness, perceived technological implicitness, and compatibility in one theoretical mediate model. However, the evidence from Taiwan's 95 biotechnology companies indicates that 64% of the variance of behavioral intention can be explained by an alternative theoretical mediate and moderate model that consists of perceived technological compatibility, perceived usefulness and perceived ease of use.

The use of Information Technology (IT) in the banking sector has seen a phenomenal growth in India. For its effective use and implementation, employees' acceptance and the consequent use of IT are important. Davis' Technology Acceptance Model (TAM) (1989) explains users' acceptance of electronic systems. By applying the extended TAM approach to this study, the authors aim to uncover various factors that affect the attitude and acceptance of bank employees towards CBS. The TAM model identifies perceived usefulness (PU), and perceived ease of use (PEU) as impacting attitude towards IT and behavioural intention. The model is extended by identifying social influence, computer self-efficacy, and technological facility as factors affecting perceived usefulness and perceived ease of use. The target respondents for this study were bank employees from the public and private sectors banks (State Bank of India, Union Bank, Bank of India, ICICI Bank, and Axis Bank) situated in the National Capital Territory (NCT) of Delhi. Measurement items applied in this study were an adaptation of previously validated measures or were developed on the basis of a literature review. Responses were analysed using the 7-point Likert Scale that ranged from (1) ‘strongly disagree’ to (7) ‘strongly agree’. To test the reliability of the measures, a pilot study was conducted with 20 randomly chosen employees and modified scales. Structural equation modelling was used to analyse the data. Overall, the findings suggest that extended TAM variables positively influence the intention and usage behaviour through PU and PEU. That is, social influence enhances perceived usefulness; and computer self-efficacy and technology facility influence the perceived ease of use. Again, perceived ease of use significantly influences perceived usefulness which in turn has significant effect on behavioural intention and usage behaviour. Social influence of superiors was the prominent determinant of perceived usefulness of the CBS technology. Hence the role of managers as effective communicators is heightened especially in conveying the benefits of using IT and in turn achieving organizational goals.

This study examines the factors influencing seniors’ adoption of virtual reality (VR) cognitive training games by integrating the Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM). Beyond the traditional constructs of these models, the research incorporates perceived enjoyment (PE), personal innovativeness (PI), and computer anxiety (CAX) to address seniors’ cognitive health needs and explore VR-based non-pharmacological interventions. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study analyzed direct and indirect effects on adoption within a questionnaire-based framework. The research was conducted at community care centers in Taoyuan City, Taiwan, with 150 seniors aged 65–80. Participants engaged in a 20-min session with Nintendo Switch VR games and subsequently completed a questionnaire assessing their experiences. Results revealed that perceived ease of use (PEOU), PE, and subjective norms (SN) significantly shaped attitudes toward VR adoption, which strongly influenced behavioral intention (BI). BI emerged as a robust predictor of actual usage behavior (AUB), while CAX negatively impacted BI, highlighting the need to address emotional barriers. This study underscores the importance of designing intuitive, engaging, and accessible VR cognitive training games tailored for seniors. It also highlights the pivotal role of family and caregivers in fostering adoption, alongside the necessity of providing social and emotional support. These findings contribute to the theoretical understanding of VR-based games adoption in older adults and offer practical guidance for developers and healthcare providers aiming to create effective interventions for cognitive health.

The aim of this research is to suggest a unified model that integrates the task fit technology (TTF) model, technology acceptance model (TAM), IoT concerns, and social incentive to examine behavioural intentions to use the Internet of Things (IoT) applications in the healthcare context. A sample of 257 respondents in Jordan who are potential users of IoT participated in this research. Structural equation modelling (SEM) applied via AMOS 25.0 package is carried out to examine the study hypotheses. The findings illustrate that the theoretical model which integrated the TTF model for utility/advantage and TAM for the technology acceptance offers a better comprehensive insight of users’ behaviour relevant to the study setting: (1) perceived usefulness (PU) and attitude (ATT) are significant to the behavioural intentions to use IoT; (2) PU has a critical mediation impact on the relationship between: perceived ease of use (PEoU), the TTF construct, security and privacy (SP), and social influences (SI) and behavioural intentions; (3) PEoU, TTF, and SI are revealed to play critical roles to predict behavioural intentions; (4) ITF, TTF, and SP affect the PEoU; (5) unexpectedly, PEoU and SI have no significant impact on ATT, and ITF and SP do not influence PU. The findings have theoretical and practical implications for IoT researchers, developers, and policymakers.KeywordsIoT acceptanceHealthcareJordanTAMTTFIoT concernsSocial influenceBehavioural intention

The study aims to assess the prospect of using recombinant collagen-like protein (RCLP) from producers’ point of view. Using cross-sectional data from a survey, the study attempts to validate the proposed hypothesis within Technology Acceptance Model (TAM) by using the Partial Least Square (PLS) path modeling approach (a variance-based SEM technique). Results show a direct positive and significant relations between ‘perceive ease of use’ and ‘attitude toward’, ‘perceived ease of use’ and ‘perceived usefulness’, ‘attitude toward’ and ‘behavioural intention’, and ‘perceived usefulness’ and ‘behavioural intention’ of producing collagen products sourced from recombinant collagen-like protein among firms. The results imply the high potential end collagen products to be marketed using this alternative source of collagen which is environmentally friendly and promotes sustainable development.