Summary of Journal 2

Examining EFL Teachers’ Technological Pedagogical Content Knowledge and The Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

By Liwei Hsu in 2017

A.           Background of the Research

The integration of technology into EFL curriculum design is a feasible means to assist students in gaining adequate English ability. However, the effectiveness of such approaches depends on teachers’ technological pedagogical and content knowledge (TPACK) of computer-assisted language learning (CALL [Wu, 2015]). Day by day, mobile learning’s or m-learning’s effectiveness and efficiency has been established in general educational contexts, its benefits should be extendable to EFL contexts as well (Chung, Chen, Kuo, 2015; Zaki & Yunus, 2015).

In spite of quick development of research concerning m-learning in recent years, a gap exists between the penetration of mobile devices in general and their adoption in educational contexts specifically. This could be attributable to a lack of knowledge among teachers regarding how to effectively integrate m-learning into their classrooms (Alrasheedi & Capretz, 2015). Thus, it is critical for professional development targeting teachers to include instruction concerning correct m-learning implementations (Corbeil & Valdes-Corbeil,  2007; Ozdamli & Uzunboylu, 2015). Similarly, an in-depth investigation of EFL teachers’  perceptions of MALL is also needed. In addressing these issues, this research investigates to find out the extent of EFL teachers’ TPACK and acceptance of MALL, in addition to the structural relationship between TPACK and other variables (i.e. perceived usefulness [PU], perceived ease of use [PEU], attitude toward use [ATU] and continuous usage [CU]) on MALL acceptance.

Therefore, this study hypothesises that among EFL teachers (1) ATU for MALL will posi- tively affect CU, (2) PEU for MALL will positively affect ATU, (3) PEU for MALL will positively affect PU, (4) PU for MALL will positively affect ATU, (5) PU for MALL will positively affect CU, (6) TPACK will positively affect PEU and (7) TPACK will positively affect PU.

B.            Theories

There are two frameworks in this study. They are TPACK and the Technology Acceptance Model (TAM). The first theory is TPACK. TPACK model is based on Shulman’s  (1986) concept of pedagogical content knowledge (PCK), in addition to Mishra and Koehler’s (2006) essence of technology. [https://dnurfakhomah.blogspot.co.id/2018/03/summary-of-journal-1.html] The second theory in this study is TAM. Technology Acceptance Model (TAM) is one of the most dominant theories for explaining the adoption of technological innovations by users (Davis, Bagozzi, & Warshaw, 1989). It has been lengthened upon in recent years to more effectively address the integration of mobile devices (Chung et al., 2015; Seliaman & Al-Turki, 2012). There are two core constructs in TAM which are used to predict the attitudes and behavioural intentions of end users toward a particular technology: PEU and PU (Cakır & Solak,2015; Hsu, 2015b; Teo, 2010).

CALL and MALL

CALL is a broader concept that entails language learning in any context wherein computer technologies are used (Egbert, 2005). In terms of computer use in EFL courses, emerging Internet  technologies provide great potential for bridging the gap between classroom instruction and real-life communication (Bottino, 2004).

According to Viberg and Gronlund (2012), MALL is characterized by the use of handheld technologies such as smartphones, tablets or gaming devices in a language learning context. It should be noted, however, that MALL does not merely entail migrating CALL content to mobile devices, but a new conceptu- alization of pedagogy (Kukulska-Hulme, Norris, & Donohue, 2015).

C.           Research Methodology

There are 200 copies of qustionnaires were mailed to the participants. However, there are only 178 questionnaires were received and 158 were deemed suitable for further analysis. MALL acceptance among teachers was measured acoording to a scale developed by Davis et al. (1989). Each survey item based on a 7-point Likert-type scale, in which 1 = strongly disagree and 7 = strongly agree. The first research question is obtained from descriptive statistics using SPPS. While the Partial Least Square (PLS) approach is to examine the second research question. The PLS approach is an alternative means of testing causal models, and is considered a form of component-based structural equation modelling (Tenenhaus, 2008).

D.           Finding and Discussion

Based on the descriptive statistics, scores for TPK, TPACK and TCK exceeded 5 points out of a possible 7. Thus, participants possessed technology-integrated knowledge but lacked in understanding in three core areas (i.e. TK, PK and CK). In terms of MALL acceptance, CU was high, although PEU and PU were relatively low. However, PU was slightly higher than PEU, thus indicating that MALL’s PU outweighed ease of use in terms of importance among EFL instructors.

From seven hypotheses examined through the PLS analysis, six were supported with the exception of H2, which asserted that PEU would positively affect ATU. The  results also revealed significant effects for TPACK on PEU/PU, and PEU on PU; likewise, PU exhibited an effect on ATU/CU. In addition, PU had an indirect mediation effect on the relationship between PEU/ATU and CU.

This study is significant in that it integrated TPACK and TAM to provide a conceptual framework based on empirical findings. Nevertheless, further research should be conducted (particularly concerning TPACK) in order to better understand the knowledge and acceptance of MALL among EFL teachers. EFL learners in the twenty-first century cannot avoid the use of information communication technologies such as mobile devices in the classroom. Therefore, teachers should learn to apply their technological knowledge in practice since, “the ultimate test of understanding rests on [one’s] ability to transform…knowledge into teaching” (Shulman, 1986, p. 12).