An Investigation on Students' Acceptance of Writing Web Logs: A Test of Technology Acceptance Model

Abstract

The application of computer in education is on the rise recently. However, using web logs in English Language Teaching (ELT) is rather new in Malaysia since the students' acceptance of writing web logs has not been extensively examined in previous studies. Therefore, the objective of this study is to measure students' acceptance of writing web logs employing the Davis' Technology Acceptance Model (TAM). Two determinants-Perceived Ease of Use (PEOU) andPerceived Usefulness (PU) are used to determine an individual's Behavioural Intention (BI) of writing web log. To investigate the relationships among PEOU, PU, and BI of users with and without hands-on experience of blogging, pre-and post-questionnaires were administered on three intact groups of undergraduate students as the target sample. Three hypotheses were formulated based on the objectives of the study. The result of the study shows that with the support of hands-on experience, the students accepted to write web logs because they found it was more useful rather than easy to use. Besides, TAM also had been found suitable to be adopted in educational context to predict technology acceptance prior and subsequent to users having any hands-on experience with the technology for pedagogical purpose.

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

“…As pointed out by Othman and Amiruddin (2010), students may benefit from multimedia presentation based on a Visual/Auditory, Reading/Writing, Kinaesthetic (VARK) learning style that allows them to learn through a range of activities that increase cognitive activity and motivation. With regard to accommodating a range of learning styles, the experiential learning opportunities characteristic of CALL may be of particular benefit to low-proficiency EFL learners (Yih, 2009), who may be offered opportunities to interact with peers in the virtual classroom with the scaffolding of new knowledge through collaborative activities. Heift (2004), for example, reported that the feedback learners received during such activities served as the basis for their scaffolding of new knowledge, and was found to be significantly correlated to their uptake of CALL.…”

A Systematic Review of Social Media Acceptance From the Perspective of Educational and Information Systems Theories and Models

“…Y. Lee & Lehto, 2013;H. Li, 2013;Mah, 2009;Saeed, Yang, & Sinnappan, 2009;Sekhaolelo & Kalema, 2015;Tajuddin, Mustapha, Zaini, & Aziz, 2012;Thongmak, 2011Thongmak, , 2014 The increasing number of studies on the behavioral aspects toward technology usage has resulted in several models that address the individuals' acceptance or rejection of a specific technology (Ajzen, 1991;Davis, 1989;Venkatesh, Morris, Davis, & Davis, 2003). With respect to the IS theories/models that were used to study the social media acceptance and adoption, the analysis results are illustrated in Table 3.…”