Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021478" target="_blank" >RIV/62690094:18450/24:50021478 - isvavai.cz</a>
Result on the web
<a href="https://are.ui.ac.ir/article_28324.html" target="_blank" >https://are.ui.ac.ir/article_28324.html</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.22108/are.2024.140729.2241" target="_blank" >10.22108/are.2024.140729.2241</a>
Alternative languages
Result language
angličtina
Original language name
Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions
Original language description
The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Applied Research on English Language
ISSN
2252-0198
e-ISSN
2322-5343
Volume of the periodical
13
Issue of the periodical within the volume
2
Country of publishing house
IR - IRAN, ISLAMIC REPUBLIC OF
Number of pages
24
Pages from-to
57-80
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85195287422