Ключевые слова
Английский язык как иностранный, онлайн-обучение, уверенность в английском языке, тревожность при онлайн-обучении, знакомство с образовательными технологиями, постпандемический период
Резюме
Принятие онлайн-обучения в качестве обязательного средства обучения во время пандемии позволило студентам интегрировать цифровые технологии для изучения английского языка. Этот опыт сыграл важную роль в изучении дальнейшего использования этих платформ для содействия онлайн-обучению языкам после пандемии. Однако лишь немногие исследования посвящены этому контексту, в частности, рассмотрению психологических аспектов изучения языка через этот приобретенный опыт обучения. Поэтому в данном исследовании изучается этот нарратив на основе модели принятия технологии и внешних факторов, таких как уверенность в английском языке (CONF), тревожность при онлайн-обучении (ANX) и знакомство с образовательными технологиями (EdTech). Используя метод частичных наименьших квадратов, данные, полученные от 530 студентов малазийских университетов, показали, что воспринимаемая простота использования (PEOU) опережает воспринимаемую полезность (PU) как наиболее важный фактор, влияющий на отношение и намерение использовать онлайн-обучение. Аналогичным образом, CONF и ANX имели более сильные ассоциации с PEOU, чем PU, но EdTech, как выяснилось, не оказал никакого влияния на отношение и PU. Результаты данного исследования подчеркивают важность PEOU, а не PU в определении дальнейшего использования онлайн-инструментов для изучения английского языка в высших учебных заведениях.
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Получила: 28-02-2023
пересмотренный: 24-03-2023
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OnlineFirst: 30-06-2023
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