Factors Influencing Secondary English as a Second Language Teachers’ Intentions to Utilize Google Classroom for Instructions during the Covid-19 Pandemic

Abstract

Google Classroom (GC) is a technical innovation that allows English as a Second Language (ESL) teachers and students to meet remotely to create a more engaging teaching and learning experience. This study investigated factors influencing ESL teachers’ intentions to utilize GC for instructions during the Covid-19 pandemic. An exploratory sequential technique was implemented as part of a mixed-methods research design. Eleven prior studies on educators’ views toward the use of GC were evaluated for the qualitative data analysis. The data from these investigations were analysed and categorized into topics and categories. The findings revealed that ESL teachers had a positive attitude toward utilizing GC with their pupils. For the quantitative data analysis, a research survey was performed. Technical support, attitude, perceived ease of use, perceived usefulness, and technological knowledge were studied as factors that impacted ESL teachers’ intentions to use GC. The sample includes 216 government secondary schools in the Kinta Selatan District of Perak. The outcomes of the study revealed that attitude, perceived usefulness, and technological knowledge all influenced the desire to use GC. The link between technical support and perceived ease of use, as well as the desire to use GC, was found to be negative. In linking the factors that determine GC intention, future research might incorporate a variety of moderating variables. The study’s findings might assist educators to understand the challenges of online learning in Malaysian education, as well as how to overcome them.