Next Article in Journal
Twitter as a Tool for Citizen Education and Sustainable Cities after COVID-19
Next Article in Special Issue
Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities
Previous Article in Journal
Who Has Benefited? A Socio-Ecological Chronology of Urban Resilience in the Early Reconstruction of Talca after the 27-F Earthquake, Chile 2010–2012
Previous Article in Special Issue
Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study
Article

Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic

Faculty of Education, Universiti Kebangsaan Malaysia, Selangor 43600, Malaysia
*
Author to whom correspondence should be addressed.
Academic Editor: Daniel Burgos
Sustainability 2021, 13(6), 3524; https://doi.org/10.3390/su13063524
Received: 28 February 2021 / Revised: 15 March 2021 / Accepted: 17 March 2021 / Published: 22 March 2021
(This article belongs to the Special Issue Technology-Enhanced Learning, Open Science and Global Education)
Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities. View Full-Text
Keywords: online learning; TESL postgraduate students; factors influencing; UTAUT; behavioural intention online learning; TESL postgraduate students; factors influencing; UTAUT; behavioural intention
Show Figures

Figure 1

MDPI and ACS Style

Md Yunus, M.; Ang, W.S.; Hashim, H. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability 2021, 13, 3524. https://doi.org/10.3390/su13063524

AMA Style

Md Yunus M, Ang WS, Hashim H. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability. 2021; 13(6):3524. https://doi.org/10.3390/su13063524

Chicago/Turabian Style

Md Yunus, Melor, Wee S. Ang, and Harwati Hashim. 2021. "Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic" Sustainability 13, no. 6: 3524. https://doi.org/10.3390/su13063524

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop