Technology Acceptance Model (TAM)
The current research paper is based on the Technology Acceptance Model (TAM) proposed by Davis (1989). He states that the influence of the external variables on technology acceptance is mediated by two individual beliefs, namely, (1) perceived usefulness (PU) and (2) perceived case of use (PEOU). Davis et al. (1989) define PU as “the prospective user's subjective probability that using a specific application system will increase his/her job performance within an organizational context, whereas PEOU is the degree to which the prospective user expects the target system to be free of effort”. To trace its first adoption, in line with (Schepers and Wetzels 2007; Mathieson 1991; Amoako-Gyampah and Salam 2004) that Davis (1989) is the initial one in developing TAM as an endeavor to adapt Theory of Reasoned Action (TRA) into an appropriate model to test and investigate users' acceptance of information technology. The aim of TAM is to clarify and explain user acceptance of computers in general, and identifies user behavior across a wide range of end-user computing technologies and user populations in particular (Davis et al. 1989).
Figure 1 illustrates the relationships in TAM that affect user acceptance of information technology. TAM is the most cited model in the study of user acceptance and use of technology.
A study carried out by Bulut and AbuSeileek (2007), which involved 112 Saudi university students who study English at King University. The study investigated the attitudes toward the integration of Computer Assisted Language Learning (CALL) into the university syllabus, which aimed at enhancing the learning of the four skills in English. Three instruments were used to collect data, namely, instructional software, material such as CD-ROMs, electronic dictionaries, search engines, online materials, online chat, and achievement test at the end of the course. The findings revealed that the respondents showed positive attitudes towards the general use of CALL in learning English. Besides, the participants also exposed positive attitudes towards the specific use of CALL in learning the four skills of English language. Furthermore, the study exhibited the resistance of the students to the application of CALL in learning.
Another study by Al Shammari (2007) researched the Saudi EFL students’ reactions towards CALL at Institute of Public Administration (IPA) in Saudi Arabia. The study based on a survey of questionnaires as tools for data collection that distributed to 1465 participants who were undergraduate learners of English in four campuses in Saudi Arabia. Among the respondents, 1310 were males and 155 were females. The results identified the general attitudes of the participants toward the use of CALL in learning English as well as certain gender-based discrepancies among the participants in each university campus. Furthermore, the findings showed positive attitudes toward the use of CALL as an active tool to learn English, with females showing more positive attitudes than males toward the use of CALL to learn various English language skills.
Alaugab (2007) examined the attitudes of female faculty members and students toward the adoption and acceptance of online instruction, the benefits of online instruction implementation, and to explore the significant barriers that could prevent the effective implementation of online instruction. The sample of the study comprised 310 female faculty members and students from two female institutions in Saudi Arabia. The findings indicated that female faculty members and students showed positive attitudes toward online instruction, as well as positive perceived usefulness and the most significant benefits of online instruction. In contrast, several barriers were revealed that could prevent the implementation of online instruction. The study concluded that female faculty members have the tendency to teach online courses and female students preferred to be involved in courses under an online environment.
Numerous studies have investigated the use of online materials and techniques in the teaching and learning of languages including English. Kung (2005) focused on the use of online websites as a proficient strategy to improve the English reading skills of foreign learners. The study examined the reactions and perceptions of 48 students in English reading class at the College of Language in Southern Taiwan. The students were asked to use websites in learning while doing tasks. The study adopted the mixed method and used several instruments, such as questionnaires, interviews, documents, and assignments to collect data. The results indicated that the majority of the participants (64%) reacted positively and had positive attitudes and perceptions with regard to the use of electronic sources to help develop their English reading skills, knowledge, and vocabulary. Among the participants, 89% stated that these online websites aided them in accomplishing their reading tasks properly. Only a few of the participants (9%) had no positive reactions toward the use of online websites.
A study by Lim and Zhong Shen (2006) explored the effectiveness of CALL in EFL learning among Korean TAFE College students. The aim of study is identify the effect of CALL on teaching and learning English reading skills in the classroom via comparison between learning reading with CALL and conventional learning reading classes in which technology is almost absent. The study population consisted of 74 first year English students grouped into two. The first group learned to read with CALL, whereas the second group learned without CALL for one semester. The results demonstrated that students who adopted CALL in their reading classes were more confident and had positive ideas compared with their counterparts who were in the conventional learning class. Students in the first group had more positive attitudes and higher perceived usefulness of information technology than students in the traditional classes because the learning environment of classes with CALL was enhanced with more materials, such as websites, activities, and tasks, that were not available in group two classes.
Xiong (2008) conducted a mixed-method study (quantitative and qualitative) on the use of CALL in learning English. The results of the study revealed valuable information on the barriers and obstacles to the use of CALL that affected the participants. The barriers include technical support, heavy workload, difficulties in the adaptation of using such technologies, the frequent breakdown of computers, their limited professional skills in using computers, and other barriers related to Internet access and connection. The study disclosed that such these barriers could affect and restrict the students’ use of CALL in learning English.
Almuqayteeb (2009) demonstrated some variables and obstacles that influence the learners’ use of technology, such as computers and the Internet. The female participants claimed that they encountered some problems in using computers to teach English in class. The variables were of technical, physical, and administrative nature, such as the unavailability of sufficient technical support, proficient training on how to use the computers purposefully, absence of facilities or equipment, and the lack of encouragement from their administration. Other factors reported by the participants were environmental, such as the lack of moral, physical, technical, and professional supports. Finally, the researcher also pointed out that the technical and professional skills that might affect and limit the students’ use of technology.
Saltourides (2009) stated that the study implemented by Stepp-Greany (2002) to investigate how Spanish college students of English could grasp and learn English while employing technological tools like computers in order to identify the role of computers in improving their learning abilities. The findings, which were deduced from a comprehensive scanning of certain Internet activities and CDs, explained the process through which such technological tools helped English learners develop their passive skills (listening and reading). Nevertheless, the results revealed that the English learners did not benefit from these technologies in developing their productive skills (speaking and writing). The researcher assumed that, “the students' ability, their previous experience with technology, previous background in Spanish and the character types of the students were not taken account of, so such results could not be generalized to other classes where technology is used, since they were not statistical significant results” (Saltourides 2009: 57).
In conclusion, most of these previous studies dealt with university students. This current study however, aims to deal with the level of high school students to investigate the attitudes of Saudi Arabia learners and also to examine the barriers that affect and limit the use of computer technologies in learning English.