English learners’ intentions to adopt online learning post-pandemic: Ease precedes usefulness

 Isyati Suparman, Politeknik Tuanku Syed Sirajuddin (Malaysia)

 Jeya Amantha Kumar, Universiti Sains Malaysia (Malaysia)

 Sharifah Osman, Faculty of Social Sciences and Humanities (Malaysia)

https://doi.org/10.3916/C77-2023-03

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.

References

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

Fundref

Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Pulau Pinang, Malaysia.

Crossmark

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: 32 days

Article acceptance time: 63 days | Average time of acceptance issue 77: 76 days

Preprint editing time: 170 days | Average editing time preprint issue 77: 183 days

Article editing time: 215 days | Average editing time issue 77: 228 days

Metrics

Metrics of this article

Views: 83610

Abstract readings: 82231

PDF downloads: 1379

Full metrics of Comunicar 77

Views: 1056710

Abstract readings: 1025614

PDF downloads: 31096

Cited by