Chun Teo Woon, Yunus Melor Md
Sekolah Jenis Kebangsaan (Cina) Peay Min, Pengerang, Johor, Malaysia.
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.
Front Psychol. 2023 Mar 22;14:1127272. doi: 10.3389/fpsyg.2023.1127272. eCollection 2023.
This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.
本研究旨在调查以英语为第二语言（ESL）教师的技术接受水平，并确定在新冠疫情后时代影响他们技术使用行为意向（BI）的因素。对361名马来西亚ESL教师进行了横断面调查。参与者通过便利抽样招募，他们回答了一份参考以往研究设计的在线调查问卷。对收集到的数据进行了描述性统计、皮尔逊相关性分析和多元回归分析。研究结果显示，在新冠疫情后时代，马来西亚ESL教师总体上具有较高的技术接受水平。他们的行为意向与三个因素显著相关：绩效期望（PE）、努力期望（EE）和社会影响（SI），其中EE被确定为在新冠疫情后时代影响他们技术使用行为意向的最显著因素。相反，尽管促进条件与技术使用之间存在微弱的正相关关系，但在疫情后，促进条件的存在与ESL教师的技术使用行为意向没有实质性联系。本研究通过确定新冠疫情后时代ESL课堂中ESL教师采用技术的行为意向的当前趋势，为教育心理学领域提供了见解。本研究的结果也可能支持对ESL教学中技术接受情况的调查，表明越来越需要提供足够的教育和技术工具、资源和设施，以促进ESL教师授课。未来的研究应该进行纵向研究，并从不同的技术接受模型中调查更多变量。
