Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions

Popis výsledku v původním jazyce

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students&apos; 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&apos;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&apos; behavioural intention. Additionally, the research aims to identify the factors that positively influence students&apos; 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&apos; 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&apos; preferences and promote active engagement in the learning process.

Název v anglickém jazyce

Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions

Popis výsledku anglicky

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students&apos; 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&apos;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&apos; behavioural intention. Additionally, the research aims to identify the factors that positively influence students&apos; 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&apos; 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&apos; preferences and promote active engagement in the learning process.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Applied Research on English Language

ISSN

2252-0198

e-ISSN

2322-5343

Svazek periodika

13

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

IR - Íránská islámská republika

Počet stran výsledku

24

Strana od-do

57-80

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85195287422