Palavras chave
Inglês como segunda língua, aprendizado online, confiança no inglês, ansiedade de aprendizado online, familiaridade com tecnologia educacional, pós-pandemia
Resumo
Adotar o aprendizado online como meio obrigatório de instrução em meio à pandemia garantiu aos alunos a oportunidade de integrar tecnologias digitais ao aprendizado da língua inglesa. Essa experiência foi fundamental para investigar o uso contínuo dessas plataformas para facilitar o aprendizado de idiomas online pós-pandemia. No entanto, poucos estudos têm focado neste contexto, especialmente considerando os aspectos psicológicos da aprendizagem de línguas por meio dessas experiências de aprendizagem adquiridas.Desta forma, este estudo explora essa narrativa com base no modelo de aceitação da tecnologia e em fatores externos, como confiança no inglês (CONF), ansiedade de aprendizado online (ANX) e familiaridade com a tecnologia educacional (EdTech). Usando a abordagem dos mínimos quadrados parciais, os dados dos 530 estudantes malaios analisados revelaram que a facilidade de uso percebida (PEOU) precede a utilidade percebida (PU) como o fator mais crucial que influencia a atitude e a intenção de usar o aprendizado online. Da mesma forma, CONF e ANX tiveram associações mais fortes com PEOU do que PU, mas EdTech foi considerado sem consequências em relação à atitude e PU. Os resultados deste estudo reforçam a importância do PEOU que prenuncia a UP na determinação do uso contínuo de ferramentas online para aprendizagem da língua inglesa em instituições de ensino superior.
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Recebido: 28-02-2023
Revisado: 24-03-2023
Aceite: 02-05-2023
OnlineFirst: 30-06-2023
Data de publicação: 01-10-2023
Tempo de revisão do artigo: 24 dias | Tempo médio de revisão do número 77: 31 dias
Tempo de aceitação do artigo: 62 dias | Tempo médio de aceitação do número 77: 75 dias
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