Keywords
English as a second language, online learning, confidence in English, online learning anxiety, familiarity with education technology, post-pandemic
Abstract
Adopting online learning as a mandated means of instruction amid the pandemic guaranteed students the opportunity to integrate digital technologies for English language learning. This experience was pivotal in investigating the continuous use of these platforms to facilitate online language learning post-pandemic. However, few studies have focused on this context, especially considering the psychological aspects of language learning through these gained learning experiences. Therefore, this study explores this narrative based on the technology acceptance model and external factors such as confidence in English (CONF), online learning anxiety (ANX), and familiarity with education technology (EdTech). Using the partial least square approach, data from the 530 Malaysian undergraduates analysed revealed that perceived ease of use (PEOU) precedes perceived usefulness (PU) as the most crucial factor influencing attitude and intention to use online learning. Likewise, CONF and ANX had stronger associations with PEOU than PU, but EdTech was found to be inconsequential towards attitude and PU. The results of this study underline the importance of PEOU that heralds PU in determining the continuous use of online tools for English language learning in higher educational institutions.
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Technical information
Received: 28-02-2023
Revised: 24-03-2023
Accepted: 02-05-2023
OnlineFirst: 30-06-2023
Publication date: 01-10-2023
Article revision time: 24 days | Average time revision issue 77: 31 days
Article acceptance time: 62 days | Average time of acceptance issue 77: 75 days
Preprint editing time: 169 days | Average editing time preprint issue 77: 182 days
Article editing time: 214 days | Average editing time issue 77: 227 days
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