Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


2022 | 22 | 1 | 3-22

Article title

Analyzing social media use in TEFL via the technology acceptance model in Indonesian higher education during the Covid-19 pandemic

Content

Title variants

Languages of publication

Abstracts

EN
This survey study utilized an extended Technology Acceptance Model (TAM) to understand factors affecting Social Media Use in Teaching English as a Foreign Language (SMU-TEFL) during the COVID-19 pandemic to help improve the integration of effective and efficient technology with traditional education methods. The initial survey instrument that was used was adapted from prior studies and was validated through content validity, piloted, and distributed to 287 EFL faculty members from ten Indonesian universities. Factor analyses (exploratory and confirmatory) were conducted to purify the instrument. Path analysis through Covariance-Based Structural Equation Modelling (CB-SEM) was used to assess correlations of the hypotheses which were supported by the Pearson correlation coefficient. The findings of the study informed a valid and reliable model that sufficiently explains variance to measure factors affecting SMU-TEFL during the Covid-19 pandemic. Six significant relationships out of eight hypothetical statements were confirmed and elaborated. It is recommended that future research be conducted in order to improve the integration of technology into TEFL courses, especially in pandemic situations.

Keywords

Year

Volume

22

Issue

1

Pages

3-22

Physical description

Dates

published
2022

Contributors

  • Universitas Jambi, Jambi, Indonesia
  • Universitas Padjadjaran, Bandung, Indonesia
  • Universitas Negeri Yogyakarta, Indonesia
  • LPDP Indonesia, Jakarta, Indonesia
author
  • LPDP Indonesia, Jakarta, Indonesia
  • Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
author
  • Universitas Islam Negeri Raden Fatah, Palembang, Indonesia

References

  • Akçayır, G. (2017). Why do faculty members use or not use social networking sites for education? Computers in Human Behavior, 71, 378-385. https://doi.org/10.1016/j.chb.2017.02.028
  • Al-Eyd, G., Achike, F., Agarwal, M., Atamna, H., Atapattu, D. N., Castro, L., Estrada, J., Ettarh, R., Hassan, S., Lakhan, S. E., Nausheen, F., Seki, T., Stegeman, M., Suskind, R., Velji, A., Yakub, M., & Tenore, A. (2018). Curriculum mapping as a tool to facilitate curriculum development: A new School of Medicine experience. BMC Medical Education, 18(1), 185. https://doi.org/10.1186/s12909-018-1289-9
  • Al-Qaysi, N., Mohamad-Nordin, N., & Al-Emran, M. (2021). Factors affecting the adoption of social media in higher education: A Systematic review of the technology acceptance model. Studies in Systems, Decision and Control, 295, 571-584 . https://doi.org/10.1007/978-3-030-47411-9_31
  • Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers and Education, 121, 59-72. https://doi.org/10.1016/j.compedu.2018.02.010
  • Al-Rahmi, W. M., Othman, M. S., Yusof, L. M., & Musa, M. A. (2015). Using social media as a tool for improving academic performance through collaborative learning in Malaysian higher education. Review of European Studies, 7(3), 265-275. https://doi.org/10.5539/res.v7n3p265
  • Alkahtani, S. A. (2011). EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education. Journal of King Saud University - Languages and Translation, 23(2), 87-98. https://doi.org/10.1016/j.jksult.2011.04.004
  • Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16. https://doi.org/10.1186/s40561-020-00118-7
  • Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
  • Azizi, S. M., Soroush, A., & Khatony, A. (2019). The relationship between social networking addiction and academic performance in Iranian students of medical sciences: A cross-sectional study. BMC Psychology, 7(1), 1-8. https://doi.org/10.1186/s40359-019-0305-0
  • Badri, M., Nuaimi, A. Al, Guang, Y., & Rashedi, A. Al. (2017). School performance, social networking effects, and learning of school children: Evidence of reciprocal relationships in Abu Dhabi. Telematics and Informatics, 34(8), 1433-1444. https://doi.org/10.1016/j.tele.2017.06.006
  • Buabeng-Andoh, C., Yaokumah, W., & Tarhini, A. (2019). Investigating students’ intentions to use ICT: A comparison of theoretical models. Education and Information Technologies, 24(1), 643–660. https://doi.org/10.1007/s10639-018-9796-1
  • Chen, H. R., Hwang, J. P., Wu, T. T., Huang, Y. M., & Hsueh, H. T. (2011). Assessment of implementing a digital game-based learning system over Facebook. Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011. https://doi.org/10.1109/ICALT.2011.191
  • Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30, 1-21. https://doi.org/10.1080/09588221.2015.1111910
  • Compernolle, R. A. van, & Abraham, L. B. (2009). Interactional and discursive features of English-language weblogs for language learning and teaching. Electronic Discourse in Language Learning and Language Teaching, 25, 193-212. https://doi.org/10.1075/lllt.25.15com
  • Dasig, D. D., & Pascua, S. M. (2016). Effects of digital learning objects in teaching realtime system. Site, 2013, 1488–1498.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319-339. https://doi.org/10.2307/249008
  • Dong, Y., Chai, C. S., Sang, G. Y., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (TPACK) in China. Educational Technology and Society, 18(1), 158-169.
  • Douglas, N. K. M., Scholz, M., Myers, M. A., Rae, S. M., Elmansouri, A., Hall, S., & Border, S. (2019). Reviewing the role of Instagram in education: Can a photo sharing application deliver benefits to medical and dental anatomy education? Medical Science Educator, 29(4). https://doi.org/10.1007/s40670-019-00767-5
  • Ibarra, F. D. (2018). Is Facebook beneficial for writing practice? Ecuadorian polytechnic students speak up! Teaching English with Technology, 18(3), 3-17.
  • Habibi, A., Yusop, F. D., & Razak, R. A. (2020a). The dataset for validation of factors affecting pre-service teachers’ use of ICT during teaching practices: Indonesian context. Data in Brief, 28, 1-7. https://doi.org/10.1016/j.dib.2019.104875
  • Habibi, A., Mukminin, A., Riyanto, Y., Prasojo, L. D., Sulistiyo, U., Sofwan, M., & Saudagar, F. (2018). Building an online community: Student teachers’ perceptions on the advantages of using social networking services in a teacher education program. Turkish Online Journal of Distance Education, 19(1), 46–61. https://doi.org/10.17718/tojde.382663
  • Habibi, A, Yusop, F. D., & Razak, R. A. (2020b). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25(3), 1929-1949. https://doi.org/10.1007/s10639-019-10040-2
  • Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis: International version (7th ed.). Upper Saddle River, NJ: Pearson Education.
  • Halek, M., Holle, D., & Bartholomeyczik, S. (2017). Development and evaluation of the content validity, practicability and feasibility of the Innovative dementia-oriented Assessment system for challenging behaviour in residents with dementia. BMC Health Services Research, 17(1),554. https://doi.org/10.1186/s12913-017-2469-8
  • Hamadi, M., El-Den, J., Azam, S., & Sriratanaviriyakul, N. (2021). Integrating social media as cooperative learning tool in higher education classrooms: An empirical study. Journal of King Saud University - Computer and Information Sciences, in press. https://doi.org/10.1016/j.jksuci.2020.12.007
  • Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x
  • Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling (4th ed.). New York: Guilford Publications.
  • Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students’ use of technology for learning? A case from Hong Kong. Computers and Education, 59(2), 569-579. https://doi.org/10.1016/j.compedu.2012.03.006
  • Larosiliere, G. D., McHaney, R., & Kobelsky, K. (2016). The effects of it management on technology process integration. Journal of Computer Information Systems, 56(4), 341-351. https://doi.org/10.1080/08874417.2016.1164494
  • Leonardi, P. M., Huysman, M., & Steinfield, C. (2013). Enterprise social media: Definition, history, and prospects for the study of social technologies in organizations. Journal of Computer-Mediated Communication, 19(1), 1-19. https://doi.org/10.1111/jcc4.12029
  • Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382-386. https://doi.org/10.1097/00006199-198611000-00017
  • Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. Internet and Higher Education, 44. https://doi.org/10.1016/j.iheduc.2019.100707
  • Manu, B. D., Ying, F., Oduro, D., & Boateng, S. A. (2021). Student engagement and social media in tertiary education: The perception and experience from the Ghanaian public university. Social Sciences & Humanities Open, 3(1), 1-12.
  • Mondahl, M., & Razmerita, L. (2014). Social media, collaboration and social learning - A case-study of foreign language learning. Electronic Journal of E-Learning, 12(4), 339-352.
  • Mei, B. (2019). Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective. System, 83, 13-24. https://doi.org/10.1016/j.system.2019.02.011
  • Melas, C. D., Zampetakis, L. A., Dimopoulou, A., & Moustakis, V. (2011). Modeling the acceptance of clinical information systems among hospital medical staff: An extended TAM model. Journal of Biomedical Informatics, 44(4), 553-564. https://doi.org/10.1016/j.jbi.2011.01.009
  • Muhaimin, Habibi, A., Mukminin, A., Pratama, R., Asrial, & Harja, H. (2019). Predicting factors affecting intention to use Web 2.0 in learning: Evidence from science education. Journal of Baltic Science Education, 18(4), 595-606. https://doi.org/10.33225/jbse/19.18.595
  • Ashidiqi, M. N. A., Rohmatiah, A., & Rahmah, F. A. (2019). Youtube free quran education as a source of Islamic education learning materials and media. Khalifa: Journal of Islamic Education, 3(2), 126-141.
  • Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587-600. https://doi.org/10.1111/bjet.12609
  • Pallant, J. (2005) SPSS Survival guide: A Step by Step Guide to Data Analysis Using SPSS for Windows (3rd Ed.). New York: Open University Press.
  • Polit, D. F., & Beck, C. T. (2009). International gender bias in nursing research, 2005-2006: A quantitative content analysis. International Journal of Nursing Studies, 46(8), 1102-1110. https://doi.org/10.1016/j.ijnurstu.2009.02.002
  • Prasojo, L. D., Mukminin, A., Habibi, A., Marzulina, L., Sirozi, M., & Harto, K. (2018). Learning to teach in a digital age: ICT integration and EFL student teachers’ teaching practices. Teaching English with Technology, 18(3), 18-32.
  • Rejón-Guardia, F., Polo-Peña, A. I., & Maraver-Tarifa, G. (2020). The acceptance of a personal learning environment based on Google apps: the role of subjective norms and social image. Journal of Computing in Higher Education, 32(2), 203-233. https://doi.org/10.1007/s12528-019-09206-1
  • Roberts, D. M., & Bilderback, E. W. (1980). Reliability and validity of a statistics attitude survey. Educational and Psychological Measurement, 40(1). https://doi.org/10.1177/001316448004000138
  • Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134-140. https://doi.org/10.1016/j.iheduc.2010.03.002
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring factors that predict preservice teachers’ intentions to use web 2.0 technologies using decomposed theory of planned behavior. Journal of Research on Technology in Education, 45(2), 171-196. https://doi.org/10.1080/15391523.2012.10782602
  • Tang, Y., & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers and Education, 106, 97-118. https://doi.org/10.1016/j.compedu.2016.12.004
  • Taubenberger, J. K., Kash, J. C., & Morens, D. M. (2019). The 1918 influenza pandemic: 100 years of questions answered and unanswered. Science Translational Medicine, 11(502), 5485. https://doi.org/10.1126/scitranslmed.aau5485
  • Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 530-546. https://doi.org/10.1080/10494820.2018.1489290
  • Torres Kompen, R., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206. https://doi.org/10.1016/j.tele.2018.10.003
  • Triana, H. W., Wirman, E. P., Kustati, M., Reflinaldi, Rahmi, A., & Nelmawarni. (2020). Social practice on facebook: Critical discourse analysis in the process of text production. Studies in English Language and Education, 7(1), 1-21. https://doi.org/10.24815/siele.v7i1.15170
  • Wong, L. H., Chai, C. S., & Aw, G. P. (2017). Seamless language learning: Second language learning with social media. Comunicar, 25(50), 9-21. https://doi.org/10.3916/C50-2017-01
  • Zainudin, A. (2012). A Handbook on SEM (Structural Equation Modeling) Using AMOS. Shah Alam, Malaysia: Universiti Teknologi MARA Press.
  • Zanamwe, N., Rupere, T., & Kufandirimbwa, O. (2013). Use of social networking technologies in higher education in Zimbabwe: A learners’ perspective. International Journal of Computer and Information Technology, 2(1), 0746.
  • Zheng, J., & Li, S. (2020). What drives students’ intention to use tablet computers: An extended technology acceptance model. International Journal of Educational Research, 102, 101612. https://doi.org/10.1016/j.ijer.2020.101612

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
2087213

YADDA identifier

bwmeta1.element.ojs-issn-1642-1027-year-2022-volume-22-issue-1-article-f3f554c5-7565-3887-b28b-4febfbc76541
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.