Factors Influencing Thai EFL Teachers’ Acceptance of Technology: A Qualitative Approach
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Published:
Dec 23, 2020
Keywords:
technology acceptance TAM intention to use technology Thai EFL teachers
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Abstract
Although there is an abundance of quantitative studies on teachers’ technology acceptance, qualitative research on this topic is sparse, especially in the Thai context. This study thus set out to explore the acceptance of technology among Thai EFL university teachers. The study adopted the Technology Acceptance Model (TAM) as the basis for its framework, and in-depth interviews were employed to collect qualitative data from eight participants. The analysis of the interview data revealed that the teachers’ behavioral intentions to use technology (BI) were influenced by six factors: perceived usefulness (PU), perceived ease of use (PEU), attitude towards use (ATT), subjective norm (SN), facilitating conditions (FC), and familiarity with technology. This study provides insights into the determiners of technology acceptance among Thai EFL university teachers, which are critical to the promotion of technology integration in this country.
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References
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Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003.
Deerajviset, P. (2014). Technology in EFL teaching and learning in Thailand: An overview of research and issues. Journal of Mekong Societies, 10(1), 71-112.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intension and behavior: an introduction to theory and research. Addison Wesley.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with CALL in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983-997.
Heitink, M., Voogt, J., Verplanken, L., Braak, J. V., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101, 70-83.
Hinkelman, D. (2018). Blending technologies in second language classrooms. London: Palgrave Macmillan.
Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297.
Huang, F., Teo, T., Sánchez-Prieto, J. C., García-Peñalvo, F. J., & Olmos-Migueláñez, S. (2019). Cultural values and technology adoption: A model comparison with university teachers from China and Spain. Computers & Education, 133(1), 69-81.
Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83-105.
Hwang, G., & Wang, S. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers & Education, 102, 188-201.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59.
King, N., Horrocks, C., & Brooks, J. (2019). Interviews in qualitative research. Sage Publications.
Kueasnou, I., & Dumlao, R. (2020). Beliefs, benefits, and challenges of using educational
technologies in English language teaching: Voices from the secondary school
teachers in Western region of Thailand. Journal of Education, Prince of Songkla
University, Pattani Campus, 31(1), 38-59.
Li, L. (2014). Understanding language teacher’s practice with educational technology: A case from China. System, 46, 105-119.
Ma, W. W.-K., Andersson, R., & Streith, K.-O. (2005). Examining user acceptance of computer technology: an empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395.
Manca, S. (2020). Snapping, pinning, liking, or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707, 1-13.
Marangunić, N., & Granić, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81-95.
Marshall, C., & Rossman G. B. (2006). Designing qualitative research. (4th ed.). Sage Publications.
Nistor, N. (2014). When technology acceptance models won’t work: Non-significant intention-behavior effects. Computers in Human Behavior, 34, 299-300.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Said, M. N. H. M., Yahaya, N., Abdullah, Z., Atan, N. A., & Zaid, N. M. (2016). The nature of student group online interactions in learning ICT education. In J. E. Luaran, J. S., J. S. A. Aziz, & N. A. Alias (Eds.), Envisioning the future of online learning: Selected papers from the international conference on e-learning 2015 (pp. 31-51). Singapore: Springer.
Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2019). Teachers’ intention to use educational video games: The moderating role of gender and age. Innovations in Education and Teaching International, 56(3), 318-329.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.
Scherer, R., Siddiq, F., & Tondeur, J. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 1-17.
Scherer, R., & Teo, T. (2019). Unpacking teachers’ intention to integrate technology: A meta-analysis. Educational Research Review, 2, 90-109.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Teo, T. (2015). Comparing pre-service and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22-31.
Teo, T. (2016). Modelling Facebook usage among university students in Thailand: The role of emotional attachment in an extended technology acceptance model. Interactive Learning Environments, 24(4), 745-757.
Teo, T., Huang, F., & Ka Weng Hoi, C. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environment, 26(4). 460-475.
Teo, T., Khlaisang, J., Thammetar, T., Ruangrit, N., Satiman, A., & Sunphakitjumnong, K. (2014). A survey of pre-service teachers’ acceptance of technology in Thailand. Asia Pacific Educ. Rev., 15, 609-616.
Teo, T., Lee, C., & Chai, C. (2007). Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128–143.
Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australian Journal of Educational Technology, 27(8), 1356-1368.
Teo, T., Ruangrit, N., Khlaisang, J., Thammetar, T., & Sunphakitjumnong, K. (2014). Exploring e-learning acceptance among university students in Thailand: A national survey. Educational Computing Research, 50(4), 489-506.
Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527.
Tondeur, J., Braak, J. V., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
Tondeur, J., Kershaw, L. H., Vanderlinde, R., & van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434-449.
Ulla, M. B., Perales, W. F., & Tarrayo, V.N. (2020). Integrating Internet-based applications in English language teaching: Teacher practices in a Thai university. Issues in Educational Research, 30(1), 365-378.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science 46(2), 186-204.
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.
Wong, G. K. W. (2016). The behavioral intentions of Hong Kong primary teachers in adopting educational technology. Education Tech Research Dev, 64, 313-338.
Wu, W.-C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157.
Zyad, H. (2016). Integrating computers in the classroom: Barriers and teachers’ attitudes. International Journal of Instruction, 9(1), 65-78.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods. (5th ed.). Pearson Education.
Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514.
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theories and results. [Doctoral dissertation, Sloan School of Management, Massachusetts Institute of Technology].
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003.
Deerajviset, P. (2014). Technology in EFL teaching and learning in Thailand: An overview of research and issues. Journal of Mekong Societies, 10(1), 71-112.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intension and behavior: an introduction to theory and research. Addison Wesley.
Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped teaching with CALL in EFL writing class: How does it work and affect learner autonomy? European Journal of Educational Research, 8(4), 983-997.
Heitink, M., Voogt, J., Verplanken, L., Braak, J. V., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101, 70-83.
Hinkelman, D. (2018). Blending technologies in second language classrooms. London: Palgrave Macmillan.
Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297.
Huang, F., Teo, T., Sánchez-Prieto, J. C., García-Peñalvo, F. J., & Olmos-Migueláñez, S. (2019). Cultural values and technology adoption: A model comparison with university teachers from China and Spain. Computers & Education, 133(1), 69-81.
Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83-105.
Hwang, G., & Wang, S. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers & Education, 102, 188-201.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59.
King, N., Horrocks, C., & Brooks, J. (2019). Interviews in qualitative research. Sage Publications.
Kueasnou, I., & Dumlao, R. (2020). Beliefs, benefits, and challenges of using educational
technologies in English language teaching: Voices from the secondary school
teachers in Western region of Thailand. Journal of Education, Prince of Songkla
University, Pattani Campus, 31(1), 38-59.
Li, L. (2014). Understanding language teacher’s practice with educational technology: A case from China. System, 46, 105-119.
Ma, W. W.-K., Andersson, R., & Streith, K.-O. (2005). Examining user acceptance of computer technology: an empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395.
Manca, S. (2020). Snapping, pinning, liking, or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707, 1-13.
Marangunić, N., & Granić, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81-95.
Marshall, C., & Rossman G. B. (2006). Designing qualitative research. (4th ed.). Sage Publications.
Nistor, N. (2014). When technology acceptance models won’t work: Non-significant intention-behavior effects. Computers in Human Behavior, 34, 299-300.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Said, M. N. H. M., Yahaya, N., Abdullah, Z., Atan, N. A., & Zaid, N. M. (2016). The nature of student group online interactions in learning ICT education. In J. E. Luaran, J. S., J. S. A. Aziz, & N. A. Alias (Eds.), Envisioning the future of online learning: Selected papers from the international conference on e-learning 2015 (pp. 31-51). Singapore: Springer.
Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2019). Teachers’ intention to use educational video games: The moderating role of gender and age. Innovations in Education and Teaching International, 56(3), 318-329.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers’ perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.
Scherer, R., Siddiq, F., & Tondeur, J. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 1-17.
Scherer, R., & Teo, T. (2019). Unpacking teachers’ intention to integrate technology: A meta-analysis. Educational Research Review, 2, 90-109.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Teo, T. (2015). Comparing pre-service and in-service teachers’ acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22-31.
Teo, T. (2016). Modelling Facebook usage among university students in Thailand: The role of emotional attachment in an extended technology acceptance model. Interactive Learning Environments, 24(4), 745-757.
Teo, T., Huang, F., & Ka Weng Hoi, C. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environment, 26(4). 460-475.
Teo, T., Khlaisang, J., Thammetar, T., Ruangrit, N., Satiman, A., & Sunphakitjumnong, K. (2014). A survey of pre-service teachers’ acceptance of technology in Thailand. Asia Pacific Educ. Rev., 15, 609-616.
Teo, T., Lee, C., & Chai, C. (2007). Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128–143.
Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australian Journal of Educational Technology, 27(8), 1356-1368.
Teo, T., Ruangrit, N., Khlaisang, J., Thammetar, T., & Sunphakitjumnong, K. (2014). Exploring e-learning acceptance among university students in Thailand: A national survey. Educational Computing Research, 50(4), 489-506.
Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513-527.
Tondeur, J., Braak, J. V., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
Tondeur, J., Kershaw, L. H., Vanderlinde, R., & van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434-449.
Ulla, M. B., Perales, W. F., & Tarrayo, V.N. (2020). Integrating Internet-based applications in English language teaching: Teacher practices in a Thai university. Issues in Educational Research, 30(1), 365-378.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science 46(2), 186-204.
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.
Wong, G. K. W. (2016). The behavioral intentions of Hong Kong primary teachers in adopting educational technology. Education Tech Research Dev, 64, 313-338.
Wu, W.-C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142-157.
Zyad, H. (2016). Integrating computers in the classroom: Barriers and teachers’ attitudes. International Journal of Instruction, 9(1), 65-78.