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

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Published: Jul 19, 2023
Keywords:
technology acceptance reading progress CAPT personalized teaching and learning

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Pimsiri Taylor
Language Institute, Thammasat University, Thailand
Krinnapat Argasvipart
Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand
Monthon Kanokpermpoon
Language Institute, Thammasat University, Thailand
Noppadol Rattanawisadrat
Microsoft Thailand, Thailand
Brendan Jack Dyamond
Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand
Anton Hrylytskyy
Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand

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.

Article Details

How to Cite
Taylor, P., Argasvipart, K., Kanokpermpoon, M., Rattanawisadrat, N., Dyamond, B. J., & Hrylytskyy, A. (2023). 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. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 718–736. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/266981
Issue
Vol. 16 No. 2 (2023): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Pimsiri Taylor, Language Institute, Thammasat University, Thailand

A faculty member at the Language Institute, Thammasat University. Apart from teaching and supervising postgraduate research projects, Dr. Taylor is also involved in teacher training programs. Her research interests include English-medium instruction, English as a lingua franca, English for specific purposes, internationalization of education, interculturality, and technology in English language education.

Krinnapat Argasvipart, Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand

An English teacher and Head of Trilingual Plus Program at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) and a PhD student in English Language Teaching at Thammasat University. Her research interests include assessments, self-regulated learning, out-of-class English language learning, computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in blended learning contexts.

Monthon Kanokpermpoon, Language Institute, Thammasat University, Thailand

A lecturer in English Language Teaching at the Language Institute, Thammasat University, Thailand. He has involved in ELT teacher training, curriculum development, and research training for more than 20 years. His research and publications feature cognition in language education, second language education, and psycholinguistics.

Noppadol Rattanawisadrat, Microsoft Thailand, Thailand

A Customer Success Manager at Microsoft, where he plays a pivotal role in leveraging the vast potential of Microsoft products to overcome language learning barriers across various domains. With dedication to technology and education, Noppadol has trained an extensive cohort of individuals to embrace technology in their daily lives and professional endeavors.

Brendan Jack Dyamond, Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand

An English language teacher of the Trilingual Plus Program at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) focusing on reading and writing and fundamental skills. With his bachelor’s in Communication Design from the University of Johannesburg, he uses his knowledge of visual communication and has dedicated himself to teaching English communication.

Anton Hrylytskyy, Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Thailand

An English language teacher of the Trilingual Plus Program at Srinakharinwirot University Prasarnmit Demonstration School (Secondary) focusing on reading and writing and fundamental skills. Anton also holds a master’s degree in International Relations from Ivan Franko National University of Lviv.

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