Factors affecting esl teachers' behavioural intention of technology integration for interdisciplinary approach in esl classroom

Abstract

The current generation needs to be equipped with various skills to cope with multidimensional demands. Hence, interdisciplinary approach with technology integration in ESL classroom could be implemented to enhance teaching and learning. However, technology integration in English as a Second Language (ESL) classroom among Malaysian ESL teachers is still low. This study aims to investigate factors affecting ESL teachers’ behavioural intention of technology integration for interdisciplinary approach. The research applies the Unified Theory of Acceptance and Use of Technology (UTAUT) with some modifications on the constructs. Simple random sampling was used to collect the data. The questionnaire was distributed to 492 ESL teachers from primary and secondary schools in Malaysia. Then, Statistical Package for the Social Sciences (SPSS) and Structural Equation Modelling (SEM) AMOS was used to analyse the data obtained and to confirm the significance of the causality relationship. The results from this study indicated only computer anxiety has a significant positive effect on the intention to incorporate technology for interdisciplinary approaches in ESL classroom. This study provides knowledge of the factors affecting ESL teachers in the integration of technology for interdisciplinary approach. This might help the policymakers to develop effective strategies to address ESL teachers' concern in technology integration. Further study could be conducted quantitatively to better understand the subject matter.