Examining the Acceptance and Effects of Moodle for Online EFL Instruction in the Age of New Normal
Article Sidebar
Main Article Content
Abstract
Despite the frequent use of Moodle for online English language instruction in the age of New Normal, studies examining its acceptance and effects on the students’ perceived learning outcomes (PLO) and satisfaction (PSC) for learning English as a foreign language (EFL) in such a learning condition remains under-researched. Grounded in the Technology Acceptance Model (TAM), this concurrent mixed methods study aimed to examine students’ acceptance of Moodle for online EFL instruction and its effects on their PLO and PSC and the challenges they encountered. The results showed that the students moderately accepted the use of Moodle for learning English in the age of New Normal. The core elements of TAM, perceived ease of use (PEU) and Perceived Usefulness (PU) had a significant effect on the students’ attitude (ATU) and Intention to Use (ITU), indicating their acceptance to use the LMS. PEU and PU significantly affected the students’ PSC, yet PEU did not significantly affect the students’ PLO. The students’ main challenges were the inadequacy of internet access, quota, technical errors, the impracticality of language skills practice, and unclear instructions. This study highlights that TAM alone, particularly PEU, cannot guarantee the success of students’ learning, highlighting the importance of instructors’ vivid instructions and scaffolding. This study provides insights into an enhanced employment of Moodle for online EFL learning and teaching in the age of New Normal and beyond and offers recommendations for further research.
Article Details
References
Acar, A., & Kayaoglu, M. N. (2020). Moodle as a potential tool for language education under the shadow of COVID-19. Eurasian Journal of Educational Research, 90, 67–82. https://ejer.com.tr/moodle-as-a-potential-tool-for-language-education-under-the-shadow-of-covid-19/
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology acceptance model in M-learning context: A systematic review. Computers & Education, 125, 389–412. https://doi.org/10.1016/j.compedu.2018.06.008
Alfadda, H. A., & Mahdi, H. S. (2021). Measuring students’ use of Zoom application in language course based on the technology acceptance model (TAM). Journal of Psycholinguistic Research, 50(4), 883–900. https://doi.org/10.1007/s10936-020-09752-1
Attewell, P. (2001). Comment: The first and second digital divides. Sociology of Education, 74(3), 252–259. https://doi.org/10.2307/2673277
Bell, R., Warren, V., & Schmidt, R. (2022). The application of concurrent or sequential mixed-methods research designs and their methodological implications: Investigating tacit knowledge, its use, and application in automotive development. SAGE Research Methods Cases. https://doi.org/10.4135/9781529604474
Bozkurt, A., Karakaya, K., Turk, M., Karakaya, Ö., & Castellanos-Reyes, D. (2022). The impact of COVID-19 on education: A meta-narrative review. TechTrends, 66(5), 883–896. https://doi.org/10.1007/s11528-022-00759-0
Bree, R., & Gallagher, G. (2016). Using Microsoft Excel to code and thematically analyse qualitative data: A simple, cost-effective approach. All Ireland Journal of Teaching and Learning in Higher Education, 8(2), 2811–28114. https://ojs.aishe.org/index.php/aishe-j/article/view/281
Buche, M. W., Davis, L. R., & Vician, C. (2012). Does technology acceptance affect e-learning in a non-technology-intensive course? Journal of Information Systems Education, 23(1), 41–50. https://aisel.aisnet.org/jise/vol23/iss1/4/
Cabero-Almenara, J., Arancibia, M. L., & del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education: Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327
Cabero-Almenara, J., Romero-Tena, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2021). Academic performance and Technology Acceptance Model (TAM) through a flipped classroom experience: Training of future teachers of primary education. Contemporary Educational Technology, 13(3), Article ep305. https://doi.org/10.30935/cedtech/10874
Castro, F. G., Kellison, J. G., Boyd, S. J., & Kopak, A. (2010). A methodology for conducting integrative mixed methods research and data analyses. Journal of Mixed Methods Research, 4(4), 342–360. https://doi.org/10.1177/1558689810382916
Chang, M.-M., & Lan, S.-W. (2019). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 89–104. https://doi.org/10.1080/02680513.2019.1708298
Chen, T., Luo, H., Feng, Q., & Li, G. (2023). Effect of technology acceptance on blended learning satisfaction: The serial mediation of emotional experience, social belonging, and higher-order thinking. International Journal of Environmental Research and Public Health, 20(5), Article 4442. https://doi.org/10.3390/ijerph20054442
Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63, 160–175. https://doi.org/10.1016/j.compedu.2012.12.003
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). SAGE.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dasgupta, S., Granger, M., & McGarry, N. (2002). User acceptance of e-collaboration technology: An extension of the technology acceptance model. Group Decision and Negotiation, 11(2), 87–100. https://doi.org/10.1023/A:1015221710638
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Djalante, R., Lassa, J., Setiamarga, D., Sudjatma, A., Indrawan, M., Haryanto, B., Mahfud, C., Sinapoy, M. S., Djalante, S., Rafliana, I., Gunawan, L. A., Surtiari, G. A. K., & Warsilah, H. (2020). Review and analysis of current responses to COVID-19 in Indonesia: Period of January to March 2020. Progress in Disaster Science, 6, Article 100091. https://doi.org/10.1016/j.pdisas.2020.100091
Dogoriti, E., Pange, J., & Anderson, G. S. (2014). The use of social networking and learning management systems in English language teaching in higher education. Campus-Wide Information Systems, 31(4), 254–263. https://doi.org/10.1108/CWIS-11-2013-0062
El Kemma, A. (2019). Giving effective instructions in EFL classrooms. International Journal for Innovation Education and Research, 7(1), 74–92. https://doi.org/10.31686/ijier.vol7.iss1.1286
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185–215. https://doi.org/10.1111/dsji.12097
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
Grigoryeva, N. V., Melikov, I. M., Palanchuk, N. V., Kokhanovskaya, I. I., & Aralova, E. (2021). Opportunities for organizing distance learning presented by the Moodle platform: Experience in the conditions of the COVID-19 pandemic. Propósitos y Representaciones, 9(SPE3), Article e1259. https://doi.org/10.20511/pyr2021.v9nSPE3.1259
Hadullo, K. (2021). Online competency based education framework using Moodle LMS: A case of HEIs in Kenya. International Journal of Education and Development using Information and Communication Technology, 17(1), 193–206. http://ijedict.dec.uwi.edu/viewarticle.php?id=2866
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In R. R. Sinkovics & P. N. Ghauri (Eds.), New challenges to international marketing (Advances in International Marketing, Vol. 20, pp. 277–319). Emerald Group Publishing Limited. https://doi.org/10.1108/S1474-7979(2009)0000020014
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hou, S., Liu, X., Shen, X., Zhang, C., Liu, D., & Wu, Y. (2026). Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education. Frontiers in Psychology, 17, Article 1772129. https://doi.org/10.3389/fpsyg.2026.1772129
Hsieh, J. S. C., Huang, Y.-M., & Wu, W.-C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066
Huang, F., & Teo, T. (2021). Examining the role of technology-related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities. British Journal of Educational Technology, 52(1), 441–460. https://doi.org/10.1111/bjet.13027
Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83–105. https://doi.org/10.1177/0735633117746168
Kampookaew, P. (2020). Factors influencing Thai EFL teachers’ acceptance of technology: A qualitative approach. THAITESOL Journal, 33(2), 46–69. https://so05.tci-thaijo.org/index.php/thaitesoljournal/article/view/248617
Katz-Buonincontro, J. (2024). How to mix methods: A guide to sequential, convergent, and experimental research designs. American Psychological Association.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal, 11(4), 351–362. https://doi.org/10.24093/awej/vol11no4.23
Mardiah, H. (2020). The use of e-learning to teach English in the time of the Covid-19 pandemic. English Teaching and Linguistics Journal, 1(2), 45–55. https://doi.org/10.30596/etlij.v1i2.4894
Masrom, M. (2007, May). Technology acceptance model and e-learning [Paper presentation]. 12th International Conference on Education, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam. http://eprints.utm.my/5482/
Mei, B., Brown, G. T. L., & Teo, T. (2018). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144
Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374. https://doi.org/10.1016/j.chb.2014.07.044
Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance model. International Review of Research in Open and Distributed Learning, 19(1). https://doi.org/10.19173/irrodl.v19i1.2886
Pacheco, J. A. (2021). The “new normal” in education. PROSPECTS, 51(1–3), 3–14. https://doi.org/10.1007/s11125-020-09521-x
Rajhans, V., Memon, U., Patil, V., & Goyal, A. (2020). Impact of COVID-19 on academic activities and way forward in Indian optometry. Journal of Optometry, 13(4), 216–226. https://doi.org/10.1016/j.optom.2020.06.002
Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
Sandelowski, M., Voils, C. I., & Knafl, G. (2009). On quantitizing. Journal of Mixed Methods Research, 3(3), 208–222. https://doi.org/10.1177/1558689809334210
Shih, H.-P. (2004). Extended technology acceptance model of Internet utilization behavior. Information & Management, 41(6), 719–729. https://doi.org/10.1016/j.im.2003.08.009
Shin, D. (2020). Introduction: TESOL and the COVID-19 pandemic. TESOL Journal, 11(3), Article e00547. https://doi.org/10.1002/tesj.547
Soomro, A. F. (2018). Integrated model towards computer assisted language learning acceptance: Empirical case study of Saudi universities. International Journal of Education and Literacy Studies, 6(2), 40–50. https://doi.org/10.7575/aiac.ijels.v.6n.2p.40
Sowell, J. (2017). Good instruction-giving in the second-language classroom. English Teaching Forum, 55(3), 10–19. https://americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf
Syarifudin, S., & Husnawadi, H. (2022). Perceived acceptance of enacting Google Docs in an online collaborative EFL writing classroom. Arab World English Journal, 13(3), 20–40. https://doi.org/10.24093/awej/vol13no3.2
Teo, T. (Ed.). (2011). Technology acceptance in education: Research and issues. Sense Publishers.
Tsai, Y.-R. (2015). Applying the technology acceptance model (TAM) to explore the effects of a course management system (CMS)-assisted EFL writing instruction. CALICO Journal, 32(1), 153–171. https://doi.org/10.1558/calico.v32i1.25961
Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
Wen, J., & Yang, F. (2020). The use of Moodle in college English language teaching (reading and listening) in Chinese mainland: A narrative review of the literature. International Journal of Information and Education Technology, 10(6), 466–470. https://doi.org/10.18178/ijiet.2020.10.6.1408
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), Article e00543. https://doi.org/10.1002/tesj.543
Zabolotskikh, A., Zabolotskikh, A., Dugina, T., & Tavberidze, D. (2021). Creating individual learning paths in the Moodle plugin for undergraduate students to study English grammar. Education and Information Technologies, 26(1), 617–637. https://doi.org/10.1007/s10639-020-10278-1
Ziraba, A., Akwene, G. C., Nkea, A. M., & Lwanga, S. C. (2020). The adoption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. American Journal of Online and Distance Learning, 2(1), 1–21. https://doi.org/10.47672/ajodl.489
