Using the Technology Acceptance Model to Understand Attitudes about a Virtual Learning Environment for EFL Writing

Copeland, Charles; Franzese, John

doi:2021.15.5.215

Korean J General Edu > Volume 15(5); 2021 > Article

General Paper

Korean Journal of General Education 2021;15(5):215-227.
DOI: https://doi.org/10.46392/kjge.2021.15.5.215 Published online October 31, 2021.

Using the Technology Acceptance Model to Understand Attitudes about a Virtual Learning Environment for EFL Writing

Charles Copeland¹, John Franzese²

¹Foreign Language Teaching Assistant Professor, College of Liberal Arts, Dankook University
²Assistant Professor, College of Liberal Arts, Dankook University

기술 수용 모델을 이용하여 EFL 작문을 위한 가상 학습 환경에 대한 태도 이해

찰스 코퍼랜드¹, 존 프랜지스²

¹단국 대학교 자유교양대학 외국어교육전담조교수
²단국 대학교 자유교양대학 강의전담조교수

Correspondence: John Franzese,
Email: john.franzese@gmail.com

Received: 20 September 2021 • Revised: 20 October 2021 • Accepted: 25 October 2021

Abstract

This quantitative case study used Venkatesh and Davis’ (2000) technology acceptance model (TAM) to understand EFL student attitudes towards using a virtual learning environment (VLE). The study surveyed 97 undergraduate students enrolled in a required English writing course. The study employed factor reduction to group the variables into the TAM. A standard multiple regression was then performed to determine the effect the variables had on the model. It was found that the perceived ease of use (EoU), output quality (OQ), and results demonstrability (RD) had a positive statistical effect on the perceived usefulness (PU). The subjective norm (SN), EoU, and PU also had a positive statistical effect on the students' intention to use (IU) the VLE for writing. The final standardized regression found a positive statistical effect from IU towards the students' usage behavior (UB). The overall results showed that the more positive a student's EoU, OQ, RD, SN, PU, and IU, the more likely a student will use and accept the VLE for writing. This usage should also help students improve their language level as well as build 4^th industrial revolution skills. Teachers should consider the use of VLEs to teach or supplement EFL writing in the future.

Key Words: technology acceptance model (TAM), virtual learning environments (VLE), EFL writing, 4^th industrial revolution, student attitudes