Online Foreign Language Learning Acceptance in the Algerian Linguistic Transition Context: TAM, Digital Divide, and Language Anxiety
Öz
This study explores the acceptance of online foreign language learning in Algerian higher education, a context shaped by both digital and linguistic transitions. The model builds on the Technology Acceptance Model (TAM), extended with variables related to the digital divide (access and skills) and language anxiety. A cross sectional survey was carried out at the Faculty of Economics, University of Batna 1, involving 612 students from four cohorts (Undergraduate Years 1–3 and Master’s Year 1). Data were collected using a structured questionnaire and analyzed with structural equation modeling. Results indicate that perceived digital skills had a strong effect on perceived ease of use (β = 0.768), while digital access showed only a modest overall impact (β = 0.133), positive in three cohorts but not significant among third year undergraduates. Perceived ease of use was closely linked to perceived usefulness (β = 0.744), and this relationship was significant across all cohorts, supporting the robustness of TAM’s core mechanism. Perceived usefulness, in turn, emerged as the strongest predictor of satisfaction (β = 0.850). Language anxiety played a nuanced role: non significant in lower cohorts but slightly positive among advanced students, suggesting a possible facilitating function. Further analyses indicated that prior online learning experience enhanced perceived digital skills but did not increase satisfaction, and that perceptions of the shift from French to English influenced satisfaction indirectly, through perceived usefulness. These findings highlight the importance of strengthening perceived digital skills and highlighting the perceived usefulness of foreign languages to support the adoption of digital learning environments.
Anahtar Kelimeler
Online Foreign Language Learning, Technology Acceptance Model (TAM), Digital Divide, Language Anxiety, Algerian Transition Context
Etik Beyan
Kaynakça
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