Stakeholders' Perceptions Related to Technology Acceptance of "Reading Progress" in Microsoft Teams: A Case Study of a Trilingual Program at a Secondary School in Thailand

Autor/inn/en	Taylor, Pimsiri; Argasvipart, Krinnapat; Kanokpermpoon, Monthon; Rattanawisadrat, Noppadol; Dyamond, Brendan Jack; Hrylytskyy, Anton
Titel	Stakeholders' Perceptions Related to Technology Acceptance of "Reading Progress" in Microsoft Teams: A Case Study of a Trilingual Program at a Secondary School in Thailand
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 2, S.718-736 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Multilingualism; Computer Assisted Instruction; Pronunciation Instruction; Teaching Methods; Secondary School Students; Teacher Attitudes; Technology Uses in Education; Administrator Attitudes; Computer Software; Student Attitudes; Usability; Technological Literacy; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Computer based training; Computerunterstützter Unterricht; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Technisches Wissen
Abstract	This study was derived as part of collaborative projects between the Language Institute Thammasat University and Microsoft Thailand with an objective to empower English language educators and learners with innovative technologies. The aim of the study was to explore stakeholders' perceptions related to technology acceptance of "Reading Progress" in Microsoft Teams. By using one Trilingual Program at a Secondary School in Thailand as a case study, this study adopted a qualitative approach to investigate technology acceptance of 9 EFL students, 2 EFL teachers, and 1 program administrator in the studied program using focus group interview data. Grounded within Technology Acceptance Model (TAM), the findings revealed that all participants perceived "Reading Progress" as a computer-assisted pronunciation training (CAPT) tool, with the EFL teachers and program administrator also viewing "Reading Progress" as a teaching assistant tool for personalized teaching and learning. The perceived usefulness resulted from the participants' perceived ease of use of "Reading Progress." However, familiarity with technology and perceived enjoyment also played a significant role in understanding technology acceptance in the studied EFL context. The study provided implications for future research in similar contexts including English language education and educational technology. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01