A Survey on the Acceptance of E-Learning for Professional Development amongst English as a Second Language (ESL) Teachers in Malaysia

Nurhani Omar,Harwati Hashim

doi:10.4236/ce.2021.125075

Abstract

Recent trends and advances in Education 4.0 have expedited Malaysian ESL teachers harnessing e-learning to facilitate their professional development. This paper investigates the level of Malaysian English as a Second language (ESL) teachers’ acceptance of e-learning for PD using the Technology Acceptance Model (TAM). Additionally, the paper examines the plausible relationships amongst perceived ease of use, perceived usefulness, behavioural intention to use and actual use of e-learning for professional development. A total of 60 Malaysian ESL teachers who participated in an online professional development course were requested to complete a questionnaire after the course ended. Data collected were analysed via descriptive and inferential statistics. The teachers’ responses indicated their levels of technological acceptance. Additionally, significant relationships between the perceived usefulness, behavioural intention toward using e-learning, and actual use of e-learning were noted. However, no significant relationship was observed between the perceived ease of use with behavioural intention to use. This paper hopes to provide input on how training providers could improve e-learning within the context of professional development. The limitations, implications, and recommendations are also provided for future studies.

Highlights

This paper investigates the level of Malaysian English as a Second language (ESL) teachers’ acceptance of e-learning for PD using the Technology Acceptance Model (TAM)
The results of this study indicated the plausibility of TAM as a reliable model to gauge the levels of acceptance toward e-learning for professional development amongst Malaysian ESL teachers
Proponents of e-learning may have painted an idyllic scene where course participants can learn at their own pace and place, the reality may not be as picture-perfect

Summary

Introduction

This has led to the need to invent new forms of teaching and learning, as well as to redesign and rethink education in the digital era due to the rapid development of emerging technologies (Hashim, 2018). Where educators and teachers are concerned, the need to upskill is never exhaustive. Teachers are themselves learners who constantly seek to better themselves for their students’ betterment, and professional development is a primary mechanism to that end. It is timely that e-learning can help teachers to study at their pace and environment (Rusli & Hashim, 2018)

Objectives

Methods

Results

Discussion

Conclusion