Publication: Stakeholders’ Perceptions Related to Technology Acceptance of Reading Progress in Microsoft Teams: A Case Study of a Trilingual Program at a Secondary School in Thailand
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Issued Date
2023
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File Type
application/pdf
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Scopus
Bibliographic Citation
LEARN Journal: Language Education and Acquisition Research Network. Vol 16, No.2 (2023), p.718-736
Suggested Citation
Taylor P., Argasvipart K., Kanokpermpoon M., Rattanawisadrat N., Dyamond B.J., Hrylytskyy A. Stakeholders’ Perceptions Related to Technology Acceptance of Reading Progress in Microsoft Teams: A Case Study of a Trilingual Program at a Secondary School in Thailand. LEARN Journal: Language Education and Acquisition Research Network. Vol 16, No.2 (2023), p.718-736. Retrieved from: https://hdl.handle.net/20.500.14740/12089
Other Contributor(s)
Abstract
This study was derived as part of collaborative projects between the Language Institute Thammasat University and Microsoft Thailand with an objective to empower English language educators and learners with innovative technologies. The aim of the study was to explore stakeholders’ perceptions related to technology acceptance of Reading Progress in Microsoft Teams. By using one Trilingual Program at a Secondary School in Thailand as a case study, this study adopted a qualitative approach to investigate technology acceptance of 9 EFL students, 2 EFL teachers, and 1 program administrator in the studied program using focus group interview data. Grounded within Technology Acceptance Model (TAM), the findings revealed that all participants perceived Reading Progress as a computer-assisted pronunciation training (CAPT) tool, with the EFL teachers and program administrator also viewing Reading Progress as a teaching assistant tool for personalized teaching and learning. The perceived usefulness resulted from the participants’ perceived ease of use of Reading Progress. However, familiarity with technology and perceived enjoyment also played a significant role in understanding technology acceptance in the studied EFL context. The study provided implications for future research in similar contexts including English language education and educational technology. © 2023 Language Institute, Thammasat University. All rights reserved.