English Teachers’ Acceptance towards the Use of Technology for Language Teaching: A Systematic Review (2021-2023)

Abstract

Technology is integral to education, enriching learning experiences, enhancing accessibility, and equipping students for contemporary challenges, including those within the Malaysian education system. Despite these advantages, educators encounter diverse obstacles when integrating technology into their teaching methodologies. This systematic review aims to investigate English language teachers' perspectives on technology utilization, utilizing the Technology Acceptance Model (TAM) as the conceptual framework. By scrutinizing Google Scholar, Scopus, and Educational Resources Information Centre (ERIC), 14 pertinent articles published between 2021 and 2023 were identified from an initial pool of 125, employing predefined exclusion and inclusion criteria. The findings reveal that English teachers generally demonstrate robust acceptance of technology. Specifically, they exhibit high levels of Perceived Usefulness (PU), positive Attitude Towards Use (ATT), and Behavioral Intention (BI) to incorporate technology in their classrooms. However, the teachers’ assessment of Perceived Ease of Use (PEoU) was characterized at a moderate level.