科技接受模式與英語教學行動學習之接納程度

The Technology Acceptance Model and the Acceptance Levels of Mobile Learning on EFL Teaching

張婉珍(Wan-Jeng Chang)

行動輔助語言教學 ； 多媒體注釋 ； 科技接受模式 ； Mobile-Assisted Language Learning (MALL) ； Multimedia Annotations ； Technology Acceptance Model (TAM)

教育科學期刊

14卷1期（2015 / 06 / 01）

57 - 81

繁體中文

本研究旨在探討大學生對於行動學習融入課堂英語教學之看法，主要透過多媒體注釋的方式，以英文單字為主要學習目標，並採用科技接受模式來具體了解影響課堂行動英語學習接受度的因素。本研究科技接受模式之變數包含認知易用、認知有用、知覺學習成效、系統特性、及持續使用意圖等五個構面。本研究以單組後測實驗之設計進行，研究對象為中部某科技大學英語系二年級學生，有效樣本數為51人（男性15人，女性36人）。問卷調查結果發現1.受試學生對於五個構面皆抱持肯定的看法。2.不同性別之受試者在五個構面上無顯著的差異性。3.不同使用程度之受試者在五個構面上有顯著的差異性，結果大致呈現的趨勢是使用次數越多的受試者比使用次數少的受試者感受較好。4.此五個構面互相之間皆呈現正相關，其中知覺學習成效與持續使用意圖間之相關性最高。本研究最後針對教育上的應用做出結論與建議。

This study aims to explore the perception of undergraduates of their mobile English learning (focusing especially on multimedia annotations), and to understand their acceptance level via Technology Acceptance Model. Variables of Technology Acceptance Model in this study involve perceived usefulness, perceived ease of use, perceived learning effectiveness, systematic characteristics, and continuance intention. One-group posttest-only design was used in this study. The participants were 51 sophomores (15males and 36 females) majoring in English in a University of Technology in central Taiwan. Major research findings include: 1. The participants generally agreed on the five variables of Technology Acceptance Model. 2. Significant difference was not found in the five variables by gender. 3. Statistically significant differences were reported in the five variables with regard to the students' actual usage. 4. The five variables were significantly and positively correlated with each other, especially continuance intention versus perceived learning effectiveness. Finally, conclusions are drawn and suggestions are made as to the implications of these findings for EFL teachers.

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