Abstract
The present study validated the general extended technology acceptance model for e-learning (GETAMEL) with the survey data from the English as a foreign language (EFL) online class during the novel coronavirus lockdown period. A total of 678 undergraduates participated in the survey. Structural equation modeling was employed to analyze the data. The results showed that the influence of perceived usefulness of students on their intentional behavior to use the online learning system was not mediated by their attitude, indicating a very limited role of attitude toward technology in the model. Enjoyment and self-efficacy had no significant effects on the internal constructs, raising theoretical concerns on the applicability of this general model into specific contexts. In addition, we found that experience might be a moderator rather than an antecedent of the internal constructs in the model.
Highlights
Technology acceptance is a critical perspective in an educational context to understand the acceptability of new technology
The filtering criteria were: if the sum of the absolute value of the averaged difference between all dyads was >1 unit per dyad, the responding performance of the participant was deemed inconsistent, and the corresponding data record was considered invalid for further analysis and should be excluded; otherwise, if the sum was ≤3, the data record was retained for further analysis
The results showed that there seemed to exist some items with factor loadings
Summary
Technology acceptance is a critical perspective in an educational context to understand the acceptability of new technology. This is because the development of educational technology has never ceased, and because some social events may generate new demands. On March 11, 2020, the WHO declared COVID-19 a pandemic (World Health Organization., 2020), which created a huge demand for online learning. School education at all levels worldwide began shifting from offline classrooms to fully online instruction. Under the influence of the COVID-19 pandemic, maintaining an acceptable standard of learning in a fully online context for the student population has become a major concern for teachers and educational institutions
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