University teachers' perceptions of EFL students' engagement in Google Classroom
This mixed-methods study investigated EFL instructors' perceptions of student engagement and their own e-learning adoption concerning Google Classroom within an Egyptian university. Grounded in an extended Technology Acceptance Model (E-TAM), the research explored the interplay of instructor pe...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125003134 |
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| Summary: | This mixed-methods study investigated EFL instructors' perceptions of student engagement and their own e-learning adoption concerning Google Classroom within an Egyptian university. Grounded in an extended Technology Acceptance Model (E-TAM), the research explored the interplay of instructor perceptions of student affective factors, their views on e-learning's utility and ease, their beliefs, and their overall disposition towards its use. Quantitative data from 346 instructors, analyzed via structural equation modeling (AMOS), revealed exceptionally strong positive interrelationships and substantial overlap among these perceptual and attitudinal constructs. Instructor beliefs about e-learning emerged as a powerful direct predictor of their overall attitude/intention, with perceptions of student affective factors also showing a direct, albeit smaller, influence. Qualitative interviews with 32 instructors provided crucial context, highlighting that instructors valued the convenience and flexibility of online learning, engaging content, and opportunities for collaboration and personalized feedback, which likely underpin their strong positive quantitative sentiments. However, instructors also identified challenges including unequal access, limited connectivity, and lack of family support. The study emphasizes the critical role of a highly integrated positive perceptual-attitudinal complex among instructors for successful e-learning integration, while also underscoring the need for targeted professional development and robust institutional support to address practical and digital equity concerns. The principal practical contribution of this research lies in its provision of evidence-based recommendations, contextualized for the Middle East and applicable globally, for optimizing online EFL learning by leveraging instructors' positive viewpoints while mitigating identified barriers, thereby fostering inclusive digital classrooms and improving student success. |
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| ISSN: | 2590-2911 |