An empirical examination of knowledge and interactivity on enhancing internet-assisted language learning (IALL) acceptance
Despite the benefits that Internet assisted language learning (IALL) has to offer, coupled with the ubiquity of internet technology, the adoption of IALL tools in language learning in Arab countries in general, and in Yemen in particular, is not as widespread as expected. Hence, the focus of this re...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English English English |
| Published: |
2020
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/84776/1/84776_e-ICREE-01-08%2520Presenter.pdf http://irep.iium.edu.my/84776/2/84776_e-ICREE-01-08%2520Participant.pdf http://irep.iium.edu.my/84776/3/84776_1-5-2020%2520Abstract%2520%2528ICREE%2529%2520e-conference.pdf http://irep.iium.edu.my/84776/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Despite the benefits that Internet assisted language learning (IALL) has to offer, coupled with the ubiquity of internet technology, the adoption of IALL tools in language learning in Arab countries in general, and in Yemen in particular, is not as widespread as expected. Hence, the focus of this research is to explain English major students’ intention to adopt IALL through cognitive behavioral lenses. The conceptual framework of the study is represented by extended Technology Acceptance Model (TAM) with the inclusion of objective knowledge, subjective knowledge and IALL interactivity as exogenous variables. The study first seeks to examine how well core TAM constructs explain Yemeni English major students’ intention towards adoption of IALL tools. Also, of particular interest to this study is the role that objective and subjective knowledge play in influencing intention towards adoption of IALL through attitude and IALL interactivity through perceived usefulness. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) provided evidence for the convergent and discriminant validity of the study constructs. The hypothesized structural model explained indirect explanatory strength for IALL interactivity, subjective knowledge and objective knowledge in English students’ intention to adopt IALL using perceived usefulness and attitudes as mediators fits the data well. Furthermore, the results of the study showed that both English major students’ gender and academic achievement have significant moderating impact on their intention to adopt IALL. The model explained 71% of variance in Yemeni English major students’ intention to adopt IALL tools. It could be concluded that, the extended TAM framework explains Yemeni English major students’ intention to adopt IALL well. |
|---|