CoChat
Sign Up
Cited by 471Technology Adoption and User BehaviourEnglish Language Learning and TeachingTechnology-Enhanced Education Studies

The DOI matches its Crossref record; 64 of the 68 references it cites were found in a registry or an index.

Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM)

Open access
Alfadda, Hind Abdulaziz, Mahdi, Hassan Saleh·2021·Journal of Psycholinguistic Research
DOI 10.1007/s10936-020-09752-1PMC PMC7781650
Open this paper in CoChat — free accountOpen PDF

Abstract

The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s10936-020-09752-1

Cites

64 of 64 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 68 references

Research works printed but not linked: 2

  1. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of technology acceptance model: Four longitudinal field studies. Management Science, 46, 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926. · DOI · Paper page
  2. Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Journal of Educational Technology & Society, 20(2), 142–157.

Cited by

Sorted by citations

Items 301–400 of 471

Related

See all

Metadata

Authors
Alfadda, H. A., & Mahdi, H. S.
Affiliations
  • King Saud University (SA)
  • University of Bisha (SA)
Corresponding author
  • Alfadda, Hind Abdulaziz
  • Mahdi, Hassan Saleh
ORCID
Venue
Journal of Psycholinguistic Research
Publisher
Springer Science and Business Media LLC
Published
2021-01-05
Volume
50
Issue
4
Pages
883-900
ISSN
  • 0090-6905 (ISSN-L)
  • 1573-6555
DOI
10.1007/s10936-020-09752-1
PMC
PMC7781650
OpenAlex
W3118764021
Cited by
438
References
68
Citations by year
2026: 46 · 2025: 83 · 2024: 79 · 2023: 117 · 2022: 80 · 2021: 33
FWCI
65.89
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Psycholinguistic Research (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Funders
King Saud University
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
  • Social Sciences › Education › English Language Learning and Teaching
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
Zoom, technology acceptance model, online language learning, English as a foreign language, computer self-efficacy, perceived usefulness, perceived ease of use, user attitudes, behavioral intention, technology use, gender differences, user experience, COVID-19 remote learning
MeSH terms
COVID-19, Adult, Attitude to Computers, Female, Humans, Language, Male, Surveys and Questionnaires, Students, Technology, Models, Educational, Education, Distance, Self Efficacy, Intention, Young Adult

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review