Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction

Tsai, Yea-Ru

doi:10.1558/calico.v32i1.25961

Cited by 37 publications

(28 citation statements)

References 27 publications

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“…PU reflects the expected benefits from using the new technology, while PEOU reflects the perceived behavioral attitude in the theory of planned behavior (Davis, 1989). Researchers have made various claims on how PU and PEOU are often determined by a perceived attitude towards technology (Gangwar, Date, & Raoot, 2014;Gao & Bai, 2014); cognitive ability (Chen, Liu, Li, & Yen, 2013); social, cultural, and political influences (Kaushik & Rahman, 2015;Patsiotis, Hughes, & Webber, 2013); self-efficacy (Teoh, Siong, Lin, & Jiat, 2013); facilitating conditions (Chen & Chan, 2013;Tsai, 2015); usability measurement attributes used (Hsiao & Tang, 2015); and effectiveness, efficiency, learnability, and memorability (Chen & Chan, 2013). Kanjwani and Singh (2014) explored some of these external variables of TAM and found that perceived enjoyment, excitement and satisfaction are determinants of TAM.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Engaging Pictorial Images and Voice Prompts Interface Design Strategy to Create Easy to use banking ATM System Interfaces in Nigeria

Aguboshim¹,

Miles²

2019

JIEA

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The existing banking ATMs in Nigeria do not adequately cater for a variety of people with varying abilities and literacy levels despite the significant importance of ATM technological innovations in Nigeria, especially in the banking sectors. Illiterate and semiliterate Nigerians, representing about 40.33%, do not perceive the ATMs as useful or easy-to-use. The purpose of this case study was to identify strategies used by software developers of banking ATM systems in Nigeria to create easy-to-use banking ATM system interfaces in Nigeria. The technology acceptance model was adopted as the conceptual framework. One organization in Enugu, Nigeria was used for this study's population. Data were collected through semi-structured, in-depth faceto-face interviews with nine banking ATM system interface developers and the analysis of 11 documents. Findings from the participants were validated through member checking. One major theme that emerged from data analysis was value of pictorial images and voice prompts in interface design, that encompass the use of: (a) pictorial images, and enhanced voice prompts with short transaction cycle, (b) voice feedback in users' own language, (c) text-free user interface and extensive use of hand-drawn, and (d) graphics /imagery and voice as inputs. Strategies illustrated by the findings from this study may serve as a basis for positive economic development and social change in this area and may advance the use of other technology outlets that require easy-to-use system interfaces.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Engaging Pictorial Images and Voice Prompts Interface Design Strategy to Create Easy to use banking ATM System Interfaces in Nigeria

Aguboshim¹,

Miles²

2019

JIEA

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“…These involved concordancing activities [6] and the modeling of academic texts [7,9,23,32,47]. A concern with metacognitive self-regulation guided the remaining studies, two of which involve grammatical accuracy [4,5], one reflective scaffolding [11] one translation commentary [37] and one technology acceptance [41].…”

Section: Written Languagementioning

confidence: 99%

Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency

Burston

Arispe

2017

CALICO Journal

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The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous meta-analyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, too, no consideration is given to the difficulty level of tasks undertaken by students or their appropriateness to students' claimed proficiency. It is the intent of this general overview of the contribution of CALL to AL2 to address these issues through a comprehensive analysis of the publications in four prominent CALL journals (CALICO, CALL, Language Learning & Technology, and ReCALL) over some 30 years. In so doing, the Performance Descriptors (PD) and NCSSFL-Can-Do Statements (CDS) of the American Council on the Teaching of Foreign Languages' (ACTFL) are adopted as external criteria for establishing student competence level, task difficulty and appropriateness. This study concludes that not only are CALL AL2 studies extremely limited in number and focus, but also that they suffer from serious design flaws that call into question a great portion of the claims made regarding the contribution of instructional technology to the furthering of advanced-level foreign language competence.

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“…Beginning with the predominant written language paradigm, a closer inspection of the 24 AL2 studies that focus specifically on presentational writing skills reveals that 13 involve collaborative composition activities [3,13,14,19,22,24,27,29,30,36,39,40,43] 3 and 11 individual writing exercises [4,5,6,7,9,11,23,32,37,41,47].…”

Section: Written Languagementioning

confidence: 99%

“…), but without any corroborating evidence. In the remaining 26 studies [1,3,4,5,6,9,13,14,18,19,20,22,23,25,26,29,30,32,36,38,40,41,42,43,44,45], the competency level of students can only be determined based on circumstantial evidence (e.g. graduating L2 majors, students in an AL2 graduate course, etc.).…”

Section: Student Language Competency Levelmentioning

confidence: 99%

The contribution of CALL to advanced-levelforeign/second language instruction

Burston¹,

Arispe²

2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals (CALICO, CALL, LL&T, ReCALL), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited.

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Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction

Cited by 37 publications

References 27 publications

Engaging Pictorial Images and Voice Prompts Interface Design Strategy to Create Easy to use banking ATM System Interfaces in Nigeria

Engaging Pictorial Images and Voice Prompts Interface Design Strategy to Create Easy to use banking ATM System Interfaces in Nigeria

Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency

The contribution of CALL to advanced-levelforeign/second language instruction

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