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Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)

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  • Lim Lai Wah

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Harwati Hashim

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

Abstract

The advancement of technology has led to a paradigm shift in the educational system, especially in classrooms. Technological tools have been used for language teaching in recent years, and it is proven that the use of technology enhances teaching and learning experiences. However, the researchers lamented the lack of use of technology by pre-service to teach English as a second language (ESL). This study aims to investigate factors that influence pre-service teachers’ intention of using technology for teaching ESL. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications to the constructs. Using simple random sampling, this study distributed questionnaires to 257 ESL pre-service teachers in Malaysia. Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to analyse the data. The findings showed that technological, pedagogical, and content knowledge (TPACK) had a significant positive effect on the intention to incorporate technology in teaching. This study provides knowledge on the factors that influence ESL pre-service teachers’ intention to use technology in the classroom. It is hoped that this study can provide information for teacher training institutions to develop strategies and a new framework to address pre-service teachers’ concerns in technology utilisation for teaching ESL. As a conclusion, further study could be conducted qualitatively to better understand the subject matter.

Suggested Citation

  • Lim Lai Wah & Harwati Hashim, 2021. "Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)," Sustainability, MDPI, vol. 13(14), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:14:p:7568-:d:589647
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    References listed on IDEAS

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    1. Bangaly Kaba & Bakary Touré, 2014. "Understanding information and communication technology behavioral intention to use: Applying the UTAUT model to social networking site adoption by young people in a least developed country," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 65(8), pages 1662-1674, August.
    2. Kevin Burden & Paul Hopkins, 2016. "Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 8(2), pages 1-20, April.
    3. Manuel Alejandro Betancourt-Odio & Andresa Sartor-Harada & Oscar Ulloa-Guerra & Juliana Azevedo-Gomes, 2021. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries," Sustainability, MDPI, vol. 13(1), pages 1-12, January.
    4. Patrick Holzmann & Erich J. Schwarz & David B. Audretsch, 2020. "Understanding the determinants of novel technology adoption among teachers: the case of 3D printing," The Journal of Technology Transfer, Springer, vol. 45(1), pages 259-275, February.
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    1. Tommy Tanu Wijaya & Yiming Cao & Robert Weinhandl & Eri Yusron & Zsolt Lavicza, 2022. "Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China," Mathematics, MDPI, vol. 10(7), pages 1-20, March.
    2. Jing Chen & Danli Li & Jinfen Xu, 2022. "Sustainable Development of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Situated in Multiple Learning Activity Systems," Sustainability, MDPI, vol. 14(14), pages 1-18, July.

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