Technology-Enhanced Language Learning (Tell) Tools: A Survey on Attitude of a Private Secondary School ESL Teachers

Abstract

The use of Technology-Enhanced Language Learning (TELL) has become a significant part of the learning process in and out of the class. TELL tools use in the classroom is vital for giving teachers opportunities to teach and apply based on the advancement of 21^st century. However, studying the attitude of ESL teachers related to TELL tools used in teaching and learning can assist teachers in becoming successful technology users from the context of an Independent Chinese Secondary School. This study aims to determine ESL teachers’ attitudes towards the use of TELL tools. A survey research design with a quantitative method was conducted on 30 private secondary school teachers using convenience sampling. The data was collected from a set of five-point Likert scale survey questionnaire and analyzed using descriptive statistics that derived mean and standard deviation through SPSS Version 26. The results discovered that ESL teachers’ attitudes in the use of TELL tools based on the four constructs from Technology Acceptance Model (TAM); Perceived Usefulness (PU), Perceived Ease of Use (PE), Behavioural Intention (BI), and Attitude (A) received the highest mean and standard deviation compared to the other statements in the constructs. It is hoped to provide the policymakers with a better picture of the ESL teachers' attitude of using TELL tools from a private secondary school background. Future research can focus on students’ attitudes towards the use of TELL tools to further guide in ideal language learning and teaching among teachers and students.