AN INVESTIGATION OF EFL LEARNERS’ TECHNOLOGY PERSPECTIVES ON E- LEARNING: THE GENERAL EXTENDED TECHNOLOGY ACCEPTANCE MODEL

Abstract

The Technology Acceptance Model (TAM) has drawn a lot of interest in higher education throughout the pandemic. While universities in Turkey were adapting themselves to the New Normal, the devastating Turkey-Syria earthquake occurred on 6 February 2023. All universities were forced to complete the 2022-2023 academic year spring term as online or hybrid education. This event showed us that whenever we face an emergency situation, we may use online or hybrid education as a quick response. This study aims to examine the preparatory school students' acceptance of technology in language learning by analysing the results using the General Extended Technology Acceptance Model for E-Learning (GETAMEL) model and how the shift to online learning has influenced their views toward e-learning in language education. The research focuses on a survey sample of 216 students enrolled in a preparatory school during the spring semester of the 2022-2023 academic year. The data were collected through an online survey which was developed by Jiang et.al (2021). The study aims to establish correlations between students' behavioural intentions, attitudes, perceived usefulness,subjective normsregarding the use of the EFL e-learning system, and their actual use of the system. The analysis provides insights into the complex dynamics of technology acceptance in the context of language learning, particularly in the wake of unexpected disruptions that prompt the adoption of online and hybrid education. The study contributes to a broader understanding of technology acceptance in language learning environments and highlights the importance of the GETAMEL model based on the findings. Detailed insights into how attitudes and behaviour towards using technology are influenced are provided by demographic factors such as age, gender, level of education and experience with online learning. The study emphasises the dynamic nature of the classroom environment, which necessitates viii careful consideration of contextual issues. It also highlights the importance of universities prioritising e-learning quality and self-efficacy, and providing support to enhance students' confidence and skills. The suggested method advocates for user friendly content and systems to effectively transform the way students learn