Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic

Melor Md Yunus,Harwati Hashim,Wee Shin Ang

doi:10.3390/su13063524

Abstract

Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.

Highlights

The findings from the questionnaire indicated that performance expectancy, effort expectancy, social influence and facilitating conditions significantly correlated with the behavioural intention to use online learning in the future
To assess the extent of variables affecting the behavioural intention of teaching English as a second language (TESL) postgraduate students to use online learning, the level of performance expectancy, effort expectancy, social influence, and facilitating conditions associated with the use of online learning as noted by the participants was moderate as the difference between the mean was not obvious
Based on the results from the questionnaire, it indicated that performance expectancy, effort expectancy, social influence and facilitating conditions significantly correlated with the TESL postgraduate students’ behavioural intention to use online learning

Summary

Introduction

The world with the advancement of technology has brought education towards online learning. Especially for higher education, as most colleges and universities have used online course delivery in their learning programs, such as distance education [1]. It has been a norm in the educational field, especially in tertiary education, where learning with digital technology has become a topical issue in recent years [2,3]. There are many kinds of online teaching and learning tools, such as social media, massive open online courses (MOOC), mobile applications, virtual learning environment (VLE), and other educational web services. Students of all nations are turning their learning approach from the physical classroom to digital learning education [4]

Objectives

Discussion

Conclusion