Xu Jinfen, Deng Qiaoling
School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China.
Behav Sci (Basel). 2024 Jul 12;14(7):593. doi: 10.3390/bs14070593.
Live video-streamed teaching platforms are widely used in language teaching. However, how students perceive these platforms has scarcely been investigated. By adopting the Technology Acceptance Model (TAM), this study investigated Chinese secondary school students' perceptions of the platforms (i.e., Tencent meeting, Tencent classroom and Dingtalk) being adopted in English as a foreign language (EFL) class. Gender and age differences were also investigated. Data were collected from 602 students; the results showed the following: (1) The acceptance level of all the participants was high for the five variables in TAM, i.e., perceived ease of use (PEU), perceived usefulness (PU), attitude (ATT), computer self-efficacy (CSE) and behavioral intention to use (BI), but with significant individual differences. There existed no gender differences, while age differences existed between junior high school students and those from senior high school. (2) The five variables were correlated with each other significantly. In addition, CSE, PEU, PU and ATT can predict BI in parallel. (3) The relationship between CSE and BI was mediated by PEU, PU and ATT. Also, PU had the strongest mediating effect, with PEU and ATT exerting slightly lower effects. The theoretical and practical implications are discussed at the end.
实时视频直播教学平台在语言教学中被广泛使用。然而，学生如何看待这些平台却鲜有研究。本研究采用技术接受模型（TAM），调查了中国中学生对英语（外语）课堂中所采用平台（即腾讯会议、腾讯课堂和钉钉）的看法。同时也调查了性别和年龄差异。研究收集了602名学生的数据；结果如下：（1）所有参与者对TAM中的五个变量，即感知易用性（PEU）、感知有用性（PU）、态度（ATT）、计算机自我效能感（CSE）和使用行为意向（BI）的接受程度都很高，但存在显著的个体差异。不存在性别差异，而初中生和高中生之间存在年龄差异。（2）这五个变量之间显著相关。此外，CSE、PEU、PU和ATT可以并行预测BI。（3）CSE与BI之间的关系由PEU、PU和ATT介导。此外，PU的中介作用最强，PEU和ATT的中介作用稍弱。文末讨论了理论和实践意义。
