Attitude of Turkish EFL Learners towards e-Learning through Tam Model

Çakır, Recep; Solak, Ekrem

doi:10.1016/j.sbspro.2015.01.515

Cited by 59 publications

(44 citation statements)

References 4 publications

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“…Moreover, turning now to the effect of PU and PEU on attitude toward CALL, it has been shown that PU had a direct impact on attitude, whereas PEU only indirectly influenced attitude through the mediation of PU. Such results support previous studies that asserted that PEU has an indirect effect on attitude through the mediation of PU [3]. Nevertheless, it should be noted that ease of use cannot be overlooked by the practitioners of CALL.…”

Section: B the Structural Modelsupporting

confidence: 90%

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EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Hsu¹

2017

IJIET

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Abstract-This study reports on an empirical analysis of the relationship between EFL learners' motivation variables and other variables of their uptake of computer-assisted language learning (CALL) with the application of the Technology Acceptance Model (TAM). Data were collected from 533 high school students in southern Taiwan through a questionnaire survey, and were analyzed through descriptive statistics and structural equation modeling (SEM). The results of the descriptive statistics revealed that participants were highly satisfied with the use of CALL. According to the SEM results, five of the eight proposed research hypotheses were supported: extrinsic and intrinsic motivation were both found to significantly affect perceived ease of use; however, the effect of extrinsic motivation was negative. In contrast, neither of these two motivation variables were significant to perceived usefulness. Perceived ease of use had a significant influence on perceived usefulness. Regarding how perceived ease of use and perceived usefulness affected the participants' attitude toward CALL, perceived usefulness was significant, while perceived ease of use was not. The participants' attitude was further discovered to significantly affect their satisfaction with CALL. The SEM analysis also revealed that some indirect effects might exist in the proposed model. The Sobel Test confirmed the roles that perceived ease of use and perceived usefulness played as mediators in the model.

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Section: B the Structural Modelsupporting

confidence: 90%

“…English as a foreign language (EFL) education is no exception. ICT can be made beneficial to foreign language learning through creative pedagogy [3]. With a growing reliance on technologies, understanding factors affecting the user's acceptance of them is vital [4].…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Hsu¹

2017

IJIET

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“…Through the TAM model, a study examined the attitude of Turkish EFL learners towards technology. The results showed some of the TAM factors have effects on the learning performance [12]. Another study also used TAM to study pre-service teachers' intent to use Mobile-Learning, and the results showed that there was a significant difference between control and experimental groups [9].…”

Section: Applications Of Tammentioning

confidence: 96%

A TAM-Based Study of the Attitude towards Use Intention of Multimedia among School Teachers

Weng

Yang

et al. 2018

ASI

167

105

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Multimedia teaching materials are widely applied in various disciplines. More resources are provided by authorities to encourage elementary school teachers to use them. The resources provide an opportunity for teachers to share teaching resources for students. In this study, the technology acceptance model (TAM) was used as the basic model to explore the effects of the information technology (IT) environment on the perceived usefulness, perceived ease of use, and attitude towards using multimedia, and the relevance and influence of these attitudes on behavioral intention. There are 2317 teachers in Chiayi county, and 460 participants were selected by stratified random sampling. The results showed that the ease of use of the multimedia material would enhance the intention to use. The attitude toward use also influences the intention to use.

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“…The students enrolled in language programs at tertiary level need to demonstrate English language competence. Demonstrating competencies when using the English language in an online environment involves innovating when teaching English, producing the language and using the language to achieve academic and social purposes (Abou-El-Kheir & MacLeod, 2017;Cakır & Solak, 2015;Carroll, 1963;Gün, 2018).…”

Section: Issues Of An Environmental Naturementioning

confidence: 99%

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

Alsowayegh¹,

Bardesi²,

Garba³

et al. 2019

Preprint

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Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.

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Attitude of Turkish EFL Learners towards e-Learning through Tam Model

Cited by 59 publications

References 4 publications

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

A TAM-Based Study of the Attitude towards Use Intention of Multimedia among School Teachers

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

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