TECHNOLOGY ACCEPTANCE MODEL: THE PERCEPTIONS OF TURKISH AND KAZAKH ENGLISH TEACHERS IN ONLINE TEACHING
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Abstract
Nowadays, there is hardly any area that is not affected to some extent by the consequences of the spread of COVID-19, but the largest ever disruption has been to education systems. It has put education institutes in difficult conditions across the globe, forcing educators to adapt to the current events as soon as possible. Consequently, it has triggered a worldwide shift towards online learning. The aim of this research is to find out whether the Technology Acceptance Model (TAM) based on common social psychology theory and the Theory of Reasoned Action (TRA) can be a remedy for the online education. We specifically focused on the perceptions of English language teachers towards the applying of technology in language classes during the pandemic. For this purpose, we compared the apprehension of 15 English teachers in Kazakhstan and 15 in Turkey during the pandemic. Therefore, a questionnaire in the Google form was adapted and sent to the teachers via e-mail. It consists of four sections: perceived usefulness, perceived easy to use, behavioral intention, and system use. The results indicate that the Turkish and Kazakh teachers hold different perceptions about TAM in online teaching. While the majority of Kazakh teachers expressed negative perceptions about technology usage in online teaching, the Turkish teachers believe in its effectiveness and usefulness in online education.
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Abstract
Nowadays, there is hardly any area that is not affected to some extent by the consequences of the spread of COVID-19, but the largest ever disruption has been to education systems. It has put education institutes in difficult conditions across the globe, forcing educators to adapt to the current events as soon as possible. Consequently, it has triggered a worldwide shift towards online learning. The aim of this research is to find out whether the Technology Acceptance Model (TAM) based on common social psychology theory and the Theory of Reasoned Action (TRA) can be a remedy for the online education. We specifically focused on the perceptions of English language teachers towards the applying of technology in language classes during the pandemic. For this purpose, we compared the apprehension of 15 English teachers in Kazakhstan and 15 in Turkey during the pandemic. Therefore, a questionnaire in the Google form was adapted and sent to the teachers via e-mail. It consists of four sections: perceived usefulness, perceived easy to use, behavioral intention, and system use. The results indicate that the Turkish and Kazakh teachers hold different perceptions about TAM in online teaching. While the majority of Kazakh teachers expressed negative perceptions about technology usage in online teaching, the Turkish teachers believe in its effectiveness and usefulness in online education.