EFL University Students’ Acceptance and Readiness for e-Learning: A Structural Equation Modeling Approach

Authors

  • Tubagus Zam Zam Al Arif Faculty of Teacher Training and Education, Universitas Jambi, Indonesia https://orcid.org/0000-0003-4270-5319
  • Dedy Kurniawan Faculty of Teacher Training and Education, Universitas Jambi, Indonesia https://orcid.org/0000-0002-3198-6015
  • Reli Handayani Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
  • Hidayati Faculty of Teacher Training and Education, Universitas Jambi, Indonesia https://orcid.org/0009-0003-5241-8003
  • Armiwati Faculty of Teacher Training and Education, Universitas Jambi, Indonesia

DOI:

https://doi.org/10.34190/ejel.22.1.3063

Keywords:

e-Learning, EFL University Students, Structural equation modeling, Technology acceptance model (TAM)

Abstract

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their classes. Thus, the purpose of this study is to contribute to the literature on EFL university students’ perspectives regarding e-learning integration. In this study we extend the technology acceptance model (TAM) to investigate the factors that influence e-learning acceptance and readiness in the context of foreign language learning. Quantitative method was applied in this study, which involved 298 student teachers of English department at a state university in Indonesia. The instrument used in collecting the data was a questionnaire. The collected data were analyzed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) with the SmartPLS3 program. PLS-SEM was used to analyze the proposed hypotheses developed in fulfilling the study objectives. The results indicated the complex relationships between the perceived usefulness, perceived ease of use, perceived enjoyment, motivation, self-efficacy, attitude and actual use of e-learning. Furthermore, the findings revealed that perceived enjoyment and self-efficacy did not have significant influence on actual use of e-learning through the mediating role of perceived usefulness. The findings can help both instructors and students adjust the integration of e-learning in English learning by implementing a learning curriculum and needs that are in line with the user's initial usage objectives, so that users can recognize the importance of e-learning's ease of use and usefulness. This study contributes to educational institutions and e-learning developers to consider developing e-learning apps that support student-centered learning with useful and ease of use to improve students' attitudes towards the use of e-learning. By incorporating e-learning into English language learning, students will have more time to practice and improve their English language skills.

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Published

17 Jan 2024

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Section

Articles