Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19

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 equa...

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Bibliographic Details
Published in:Frontiers in psychology 2021-10, Vol.12, p.671615-671615
Main Authors: Jiang, Michael Yi-chao, Jong, Morris Siu-yung, Lau, Wilfred Wing-fat, Meng, Yan-li, Chai, Ching-sing, Chen, Mengyuan
Format: Article
Language:English
Subjects:
extended technology acceptance model
GETAMEL
online EFL course
Psychology
technology acceptance model
validation
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Summary: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.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.671615