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Please use this identifier to cite or link to this item: http://ir.lib.stu.edu.tw:80/ir/handle/310903100/2204

Title: A Study on Users’ Acceptance of Computer-Mediated Communication in English Instructions in Nam Dinh
A Study on Users’ Acceptance of Computer-Mediated Communication in English Instructions in Nam Dinh
Authors: 陳越德
Tran Viet Duc
Contributors: 資訊管理系碩士班
Keywords: English;E-learning;L2;ELLs;CALL;ICT;CMC;EFL/ESL;IT;TAM;NUTE;Visual PLS
English;E-learning;L3;ELLs;CALL;ICT;CMC;EFL/ESL;IT;TAM;NUTE;Visual PLS
Date: 2010
Issue Date: 2011-05-26 11:18:20 (UTC+8)
Publisher: 高雄市:[樹德科技大學資訊管理系碩士班]
Abstract: Language teachers who teach English as a second language (ESL) or teaching English as a foreign language (EFL) for students in colleges/universities in non-English speaking countries as Vietnam are often challenged to develop culturally appropriate curriculum for a diverse of learners. Prompted by educational policy in the electronic generation (e-generation) or digital life, the technological based-frame in most schools need changes and educators keep changing with flow of technology? The innovational tools for language learning have been developed for computer-supported instruction is computer-mediated communication (CMC applications). The aim of this research was to examine language teacher adoptions to use computer technology in English instruction that related factors impact on IS model; the theoretical Technology Acceptance Model (TAM) is constructivism core of accepter items. A quantitative method research design was used to collect data from one hundred and seventeen English language teachers from five young universities in Namdinh and Hanoi. Statically indicators were presented from teachers values of technology acceptance, perceived usefulness, perceived ease use, attitude toward use, and behavioral intention to use, system quality, and self-efficacy. The result suggest that English teachers pay a positive intention to use computer technology in their lesson with if adequate access to system, technical support, and computer experiences. In addition, research also provides some recommendation for language faculty in those schools tend to invest a technology system for language study field.
Language teachers who teach English as a second language (ESL) or teaching English as a foreign language (EFL) for students in colleges/universities in non-English speaking countries as Vietnam are often challenged to develop culturally appropriate curriculum for a diverse of learners. Prompted by educational policy in the electronic generation (e-generation) or digital life, the technological based-frame in most schools need changes and educators keep changing with flow of technology? The innovational tools for language learning have been developed for computer-supported instruction is computer-mediated communication (CMC applications). The aim of this research was to examine language teacher adoptions to use computer technology in English instruction that related factors impact on IS model; the theoretical Technology Acceptance Model (TAM) is constructivism core of accepter items. A quantitative method research design was used to collect data from one hundred and seventeen English language teachers from five young universities in Namdinh and Hanoi. Statically indicators were presented from teachers values of technology acceptance, perceived usefulness, perceived ease use, attitude toward use, and behavioral intention to use, system quality, and self-efficacy. The result suggest that English teachers pay a positive intention to use computer technology in their lesson with if adequate access to system, technical support, and computer experiences. In addition, research also provides some recommendation for language faculty in those schools tend to invest a technology system for language study field.
Appears in Collections:[資訊管理系(所)] 博碩士論文

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