Abstract
This study investigates university English teachers’ acceptance and willingness to use learning management system (LMS) data analysis tools in their teaching practices. The research employs a mixed-method approach, combining quantitative surveys and qualitative interviews to understand teachers’ perceptions and attitudes, and the factors influencing their adoption of LMS data analysis tools. The findings reveal that perceived usefulness, perceived ease of use, technical literacy, organizational support, and data privacy concerns significantly impact teachers’ willingness to use these tools. Based on these insights, the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
