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Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

Author

Listed:
  • Siti Fatimah Abd Rahman

    (Kulliyyah of Education, International Islamic University Malaysia (IIUM), Selangor 53100, Malaysia)

  • Melor Md Yunus

    (Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Selangor 43600, Malaysia)

  • Harwati Hashim

    (Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Selangor 43600, Malaysia)

Abstract

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

Suggested Citation

  • Siti Fatimah Abd Rahman & Melor Md Yunus & Harwati Hashim, 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning," Sustainability, MDPI, vol. 13(15), pages 1-13, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8571-:d:606174
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Adolfo Plasencia & Natalia Navas, 2014. "MOOCs, the Flipped Classroom, and Khan Academy Practices: The Implications of Augmented Learning," Springer Books, in: Marta Peris-Ortiz & Fernando J. Garrigós-Simón & Ignacio Gil Pechuán (ed.), Innovation and Teaching Technologies, edition 127, chapter 0, pages 1-10, Springer.
    3. Sílvia Albareda-Tiana & Esther García-González & Rocío Jiménez-Fontana & Carmen Solís-Espallargas, 2019. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities," Sustainability, MDPI, vol. 11(18), pages 1-19, September.
    4. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
    5. Shirley Taylor & Peter A. Todd, 1995. "Understanding Information Technology Usage: A Test of Competing Models," Information Systems Research, INFORMS, vol. 6(2), pages 144-176, June.
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    Cited by:

    1. Hussien Mohamad Alakrash & Norizan Abdul Razak, 2021. "Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    2. Tommy Tanu Wijaya & Yiming Cao & Robert Weinhandl & Eri Yusron & Zsolt Lavicza, 2022. "Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China," Mathematics, MDPI, vol. 10(7), pages 1-20, March.
    3. Emily Abd Rahman & Melor Md Yunus & Harwati Hashim & Nur Khadirah Ab. Rahman, 2022. "Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation," Sustainability, MDPI, vol. 14(10), pages 1-13, May.

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