Palabras clave
Inglés como segunda lengua, aprendizaje en línea, confianza en inglés, ansiedad de aprendizaje en línea, familiaridad con las tecnologías educativas, postpandemia
Resumen
La adopción del aprendizaje en línea como un medio de instrucción obligatorio durante la pandemia posibilitó a los estudiantes integrar tecnologías digitales para el aprendizaje del idioma inglés. Esta experiencia fue fundamental para investigar el uso continuo de estas plataformas para facilitar el aprendizaje de idiomas en línea después de la pandemia. Sin embargo, pocos estudios se han centrado en este contexto, específicamente considerando los aspectos psicológicos del aprendizaje de idiomas a través de estas experiencias de aprendizaje adquiridas. Por lo tanto, este estudio explora esta narrativa basada en el modelo de aceptación de tecnología y factores externos como la confianza en inglés (CONF), la ansiedad de aprendizaje en línea (ANX) y la familiaridad con la tecnología educativa (EdTech). Usando el enfoque de mínimos cuadrados parciales, los datos analizados de 530 estudiantes universitarios de Malasia revelaron que la facilidad de uso percibida (PEOU) precede a la utilidad percibida (PU) como el factor más crucial que influye en la actitud y la intención de usar el aprendizaje en línea. Del mismo modo, CONF y ANX tenían asociaciones más fuertes con PEOU que con PU, pero se descubrió que EdTech no tenía consecuencias para la actitud y el PU. Los resultados de este estudio subrayan la importancia de PEOU que anuncia PU para determinar el uso continuo de herramientas en línea para el aprendizaje del idioma inglés en instituciones de educación superior.
Referencias
Abdelwahed, N.A.A., Aldoghan, M.A., Moustafa, M.A., & Soomro, B.A. (2022). Factors affecting online learning, stress, and anxiety during the COVID-19 pandemic in Saudi Arabia. International Journal of Human Rights in Healthcare. https://doi.org/10.1108/IJHRH-03-2022-0012
Link DOI | Link Google Scholar
Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. Internet and Higher Education, 41, 34-44. https://doi.org/10.1016/j.iheduc.2019.01.001
Link DOI | Link Google Scholar
Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. https://doi.org/10.1016/j.chb.2015.11.036
Link DOI | Link Google Scholar
Ajzen, I. (1991). The theory of planned behavior. Organisational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Link DOI | Link Google Scholar
Al-Hamad, M., Mbaidin, H., AlHamad, A., Alshurideh, M., Kurdi, B., & Al-Hamad, N. (2021). Investigating students’ behavioral intention to use mobile learning in higher education in UAE during Coronavirus-19 pandemic. International Journal of Data and Network Science, 5(3), 321-330. https://doi.org/10.5267/j.ijdns.2021.6.001
Link DOI | Link Google Scholar
Alfadda, H.A., & Mahdi, H.S. (2021). Measuring Students’ use of Zoom application in language course based on the technology acceptance model (TAM). Journal of Psycholinguistic Research, 50, 883-900. https://doi.org/10.1007/s10936-020-09752-1
Link DOI | Link Google Scholar
Annamalai, N., Ramayah, T., Kumar, J.A., & Osman, S. (2021). Investigating the use of learning management system (LMS) for distance education in Malaysia: A mixed-method approach. Contemporary Educational Technology, 13(3), ep313. https://doi.org/10.30935/cedtech/10987
Link DOI | Link Google Scholar
Baxter, M. (2020). Engaging adult English language learners in distance education: An ESL program’s experience during the COVID-19 pandemic. GATESOL Journal, 30(1), 59-69. https://doi.org/10.52242/gatesol.99
Link DOI | Link Google Scholar
Benitez, J., Henseler, J., Castillo, A., & Schuberth, F. (2020). How to perform and report an impactful analysis using partial least squares: Guidelines for confirmatory and explanatory IS research. Information & Management, 57(2), 103168. https://doi.org/10.1016/j.im.2019.05.003
Link DOI | Link Google Scholar
Bervell, B., Kumar, J.A., Arkorful, V., Agyapong, E.M., & Osman, S. (2022). Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2. Australasian Journal of Educational Technology, 38(1), 115-135. https://doi.org/10.14742/ajet.7178
Link DOI | Link Google Scholar
Buragohain, D., Punpeng, G., Jaratjarungkiat, S., & Chaudhary, S. (2023). Impact of e-learning activities on English as a second language proficiency among engineering cohorts of Malaysian higher education: A 7-month longitudinal study. Informatics, 10(1), 31. https://doi.org/10.3390/informatics10010031
Link DOI | Link Google Scholar
Burk, B. (2021). Collaborative classrooms: incorporating pragmatics and technology in language learning with a focus on generation 1.5. All Graduate Plan B and other Reports, 1543. https://bit.ly/42LKvje
Link Google Scholar
Cazan, A., & Maican, C. (2023). Factors determining the use of e-learning and teaching satisfaction. [Factores determinantes en el uso del e-learning y la satisfacción docente]. Comunicar, 74, 89-100. https://doi.org/10.3916/C74-2023-07
Link DOI | Link Google Scholar
Chew, S.Y., & Ng, L.L. (2021). The influence of personality and language proficiency on ESL learners’ word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. https://doi.org/10.24200/jonus.vol6iss1pp199-221
Link DOI | Link Google Scholar
Chung, E., Subramaniam, G., & Dass, L.C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58. https://doi.org/10.24191/ajue.v16i2.10294Cohen, J. (2013). Statistical Power Analysis for The Behavioral Sciences. Routledge. https://doi.org/10.4324/9780203771587
Link DOI | Link Google Scholar
Côté, S., & Gaffney, C. (2021). The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation. Language Learning Journal, 49(1), 105-116. https://doi.org/10.1080/09571736.2018.1484935
Link DOI | Link Google Scholar
Davis, F.D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results. [Doctoral dissertation, Massachusetts Institute of Technology]. MIT Libraries. https://bit.ly/3nSQHqP
Link Google Scholar
Elaish, M.M., Shuib, L., Hwang, G.J., Ghani, N.A., Yadegaridehkordi, E., & Zainuddin, S.Z. (2023). Mobile English language learning: A systematic review of group size, duration, and assessment methods. Computer Assisted Language Learning, 36(3), 430-456. https://doi.org/10.1080/09588221.2021.1931341
Link DOI | Link Google Scholar
Faul, F., Erdfelder, E., Lang, A.G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-91. https://doi.org/10.3758/BF03193146
Link DOI | Link Google Scholar
Hair, J.F., Risher, J.J., Sarstedt, M., & Ringle, C.M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Link DOI | Link Google Scholar
Haleman, K.N., & Yamat, H. (2021). The acceptance of e-learning among ESL primary school students during Covid-19. Journal of English Language Teaching and Applied Linguistics, 3(1), 8-18. https://doi.org/10.32996/jeltal.2021.3.1.2
Link DOI | Link Google Scholar
Han, S., & Yi, Y.J. (2019). How does the smartphone usage of college students affect academic performance? Journal of Computer Assisted Learning, 35(1), 13-22. https://doi.org/10.1111/jcal.12306
Link DOI | Link Google Scholar
Hanafiah, A.D., & Aziz, A.A. (2022). Opportunities and challenges in ESL online learning environment: a review of literature. Sciences, 12(1), 1721-1730. https://doi.org/10.6007/IJARBSS/v12-i1/12062
Link DOI | Link Google Scholar
Hashim, H., Yunus, M., & Embi, M.A. (2016). Pre-university English as second language (ESL) Learners’ attitude towards mobile learning. Creative Education, 7(8), 1147-1153. https://doi.org/10.4236/ce.2016.78119
Link DOI | Link Google Scholar
Henseler, J., Hubona, G., & Ray, P.A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 16(1), 2-20. https://doi.org/10.1108/IMDS-09-2015-0382
Link DOI | Link Google Scholar
Henseler, J., Ringle, C.M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of The Academy of Marketing Science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8
Link DOI | Link Google Scholar
Jiang, M.Y.C., Jong, M.S.Y., Lau, W.W.F., Meng, Y.L., Chai, C.S., & Chen, M. (2021). Validating the general extended technology acceptance model for E-learning: Evidence from an online English as a foreign language course amid COVID-19. Frontiers in Psychology, 12, 671615. https://doi.org/10.3389/fpsyg.2021.671615
Link DOI | Link Google Scholar
Karuppannan, S., & Mohammed, L.A. (2020). Predictive factors associated with online learning during Covid-19 Pandemic in Malaysia: A conceptual framework. International Journal of Management and Human Science, 4(4), 19-29. https://bit.ly/3puZ4sO
Link Google Scholar
Krashen, S.D. (1981) Second language acquisition and second language learning. Pergamon Press Inc. https://doi.org/10.1017/S0272263100004198
Link DOI | Link Google Scholar
Krishan, I.A., Ching, H.S., Ramalingam, S., Maruthai, E., Kandasamy, P., Mello, G.D., Munian, S., & Ling, W.W. (2020). Challenges of learning English in 21st Century: Online vs. traditional during Covid-19. Malaysian Journal of Social Sciences and Humanities, 5(9), 1-15. https://doi.org/10.47405/mjssh.v5i9.494
Link DOI | Link Google Scholar
Kumar, J.A., & Silva, P.A. (2020). Work-in-progress: A preliminary study on students’ acceptance of chatbots for studio-based learning. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1627-1631). IEEE. https://doi.org/10.1109/EDUCON45650.2020.9125183
Link DOI | Link Google Scholar
Kumar, J.A., Bervell, B., Annamalai, N., & Osman, S. (2020). Behavioral intention to use mobile learning: Evaluating the role of self-efficacy, subjective norm, and WhatsApp use habit. IEEE Access, 8, 208058-208074. https://doi.org/10.1109/ACCESS.2020.3037925
Link DOI | Link Google Scholar
Kumar, J.A., Osman, S., Sanmugam, M., & Rasappan, R. (2022). Mobile learning acceptance post pandemic: A behavioural shift among engineering undergraduates. Sustainability, 14(6), 3197. https://doi.org/10.3390/su14063197
Link DOI | Link Google Scholar
Lazar, I.M., Panisoara, G., & Panisoara, I.O. (2020). Digital technology adoption scale in the blended learning context in higher education: Development, validation, and testing of a specific tool. PloS one, 15(7), e0235957. https://doi.org/10.1371/journal.pone.0235957
Link DOI | Link Google Scholar
Mailizar, M., Burg, D., & Maulina, S. (2021). Examining university students’ behavioral intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 26, 7057-7077. https://doi.org/10.1007/s10639-021-10557-5
Link DOI | Link Google Scholar
Mohamad, M. (2020). Investigating second language anxiety among polytechnic students. International Journal of Academic Research in Business and Social Sciences, 10(7), 632-637. https://doi.org/10.6007/ijarbss/v10-i7/7479
Link DOI | Link Google Scholar
Mohtar, M., & Yunus, M.M. (2022). A systematic review of online learning during COVID 19: Students’ motivation, task engagement and acceptance. Arab World English Journal, 202-215. https://doi.org/10.2139/ssrn.4036738
Link DOI | Link Google Scholar
Nik-Fauzi, S.F.B., Ambi, S.H., Abang Madaud, A.F., & Unin, N. (2022). Students’ perceptions of online learning experiences for ESL speaking activities. Journal of Cognitive Sciences and Human Development, 8(1), 186-201. https://doi.org/10.33736/jcshd.4520.2022
Link DOI | Link Google Scholar
Putri, M.N. (2023). Analysis of factors affecting students’ willingness to communicate during Covid-19 pandemic in online learning. [Doctoral Dissertation, Universitas Jambi]. Institutional Repository (UNJA-IR). https://bit.ly/3MmFzvE
Link Google Scholar
Radzi, R., & Embi, M.A. (2018). Use of communicative language teaching in Malaysian. Seminar Antarabangsa Isu-Isu Pendidikan, 142-154. https://bit.ly/3BlMK0K
Link Google Scholar
Rahman, K. (2020). Learning amid crisis: EFL students’ perception on online learning during Covid-19 outbreak. Eternal English, Teaching, Learning, and Research Journal, 6(2), 179 -194. https://doi.org/10.24252/Eternal.V62.2020.A1
Link DOI | Link Google Scholar
Ramsa, N.I.B., & Mohd-Rawian, R.B. (2019). The realism of English language competence for students in the tourism industry. ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 4(1), 41-52. https://doi.org/10.21462/asiantefl.v4i1.68
Link DOI | Link Google Scholar
Reinartz, W., Haenlein, M., & Henseler, J. (2009). An empirical comparison of the efficacy of covariance-based and variance-based SEM. International Journal of Research in Marketing, 26(4), 332-344. https://doi.org/10.1016/j.ijresmar.2009.08.001
Link DOI | Link Google Scholar
Renganathan, S. (2023). English language education in rural schools in Malaysia: A systematic review of research. Educational Review, 75(4), 787-804. https://doi.org/10.1080/00131911.2021.1931041
Link DOI | Link Google Scholar
Ringle, C.M., & Sarstedt, M. (2016). Gain more insight from your PLS-SEM results: The importance-performance map analysis. Industrial Management & Data Systems, 116(9), 1865-1886. https://doi.org/10.1108/IMDS-10-2015-0449
Link DOI | Link Google Scholar
Ringle, C.M., Wende, S., & Becker, J.M. (2015). SmartPLS 3. SmartPLS GmbH, Boenningstedt.
Link Google Scholar
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2). https://doi.org/10.3390/su12020524
Link DOI | Link Google Scholar
Siok, T.H., Sim, M.S., & Rahmat, N.H. (2023). Motivation to learn online: an analysis from Mcclelland’s theory of needs. International Journal of Academic Research in Business and Social Sciences, 13(3), 215-234. https://doi.org/10.6007/IJARBSS/v13-i3/16471
Link DOI | Link Google Scholar
Tapsuri, V., & Polyiem, T. (2022). Factors affecting preadolescence student online learning anxiety during the COVID-19 pandemic. Journal of Educational Issues, 8(2), 732-740. https://doi.org/10.5296/jei.v8i2.20228
Link DOI | Link Google Scholar
Uztosun, M. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. Language Learning Journal, 48(2), 213-225. https://doi.org/10.1080/09571736.2017.1335766
Link DOI | Link Google Scholar
Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Link DOI | Link Google Scholar
Wang, X., & Zhang, W. (2021). Psychological anxiety of college students’ foreign language learning in online course. Frontiers in Psychology, 12, 598992. https://doi.org/10.3389/fpsyg.2021.598992
Link DOI | Link Google Scholar
Wei, Y. (2022). Toward technology-based education and English as a foreign language motivation: A review of literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/fpsyg.2022.870540
Link DOI | Link Google Scholar
Wong, K.K.K. (2019). Mastering partial least squares structural equation modeling (PLS-Sem) with Smartpls in 38 Hours. IUniverse. https://bit.ly/3o5C0Ra
Link Google Scholar
Yim, S.Y., & Yu, Y.L. (2011). Validating the English learning anxiety scale for primary school students in Korea. English Teaching, 66(2), 101-121. https://doi.org/10.15858/engtea.66.2.201106.101
Link DOI | Link Google Scholar
Zaidan, I.N., Rahim, R.E.A., Zaidan, T.N., & Khalid, A.Q. (2021). During the Covid-19 Pandemic, what factors influenced the acceptance of blended learning in Malaysian private institutions? London Journal of Research in Humanities and Social Sciences, 21(5), 85-105. https://bit.ly/3pHjuPG
Link Google Scholar
Zapata-Cuervo, N., Montes-Guerra, M.I., Shin, H.H., Jeong, M., & Cho, M.H. (2022). Students’ psychological perceptions toward online learning engagement and outcomes during the COVID-19 pandemic: A comparative analysis of students in three different countries. Journal of Hospitality & Tourism Education, 35(2), 108-122. https://doi.org/10.1080/10963758.2021.1907195
Link DOI | Link Google Scholar
Ficha técnica
Recibido: 28-02-2023
Revisado: 24-03-2023
Aceptado: 02-05-2023
OnlineFirst: 30-06-2023
Fecha publicación: 01-10-2023
Tiempo de revisión del artículo : 24 (en días) | Media de tiempo de revisión de los manuscritos del número 77: 32 (en días)
Tiempo de aceptación del artículo: 63 (en días) | Media tiempo aceptación de los manuscritos del número 77: 76 (en días)
Tiempo de edición OnlineFirst: 170 (en días) | Media tiempo edición de los OnlineFirst del número 77: 183 (en días)
Tiempo de publicacicón final del artículo: 215 (en días) | Media tiempo de publicación final de los articulos del número 77: 228 (en días)
Métricas
Métricas de este artículo
Vistas: 87559
Lectura del abstract: 86152
Descargas del PDF: 1407
Métricas completas de Comunicar 77
Vistas: 1097789
Lectura del abstract: 1065643
Descargas del PDF: 32146
Citado por
Citas en Web of Science
Actualmente no existen citas hacia este documento
Citas en Scopus
Actualmente no existen citas hacia este documento
Citas en Google Scholar
Actualmente no existen citas hacia este documento
Isyati Suparman, Politeknik Tuanku Syed Sirajuddin (Malasia)
