Predictors of English language preparatory school students’ behavioral intention to use remote learning tools in the COVID-19 era

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2021-11
Kaya, Metin Halis
The purpose of this study was to investigate how well gender, growth mindset, fixed mindset, the perceived value of English language, perceived ease of use of remote learning tools, perceived usefulness of remote learning tools, attitude towards remote learning tools, and time spent on MyGrammarLab predict behavioral intentions of English preparatory school students to use remote learning tools in the COVID-19 era. A total of 388 students from a private university in Ankara participated in the study. The data were collected through the Technology Acceptance Model Questionnaire, Mindset Scale, Perceived Value of the English Language Scale, and Student Demographics Form. Exploratory and confirmatory factor analyses were carried out for the evidence for validity. Hierarchical multiple regression analysis was conducted to answer the research question. Results indicated that 67% of the variation in students’ behavioral intention to use remote learning tools was explained by the variables included in the analysis. The perceived value of the English language was the most significant predictor in behavioral intention to use remote learning tools. Growth mindset, attitude, perceived usefulness, and time spent on MyGrammarLab also significantly contributed to behavioral intention to use remote learning tools.

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Citation Formats
M. H. Kaya, “Predictors of English language preparatory school students’ behavioral intention to use remote learning tools in the COVID-19 era,” M.S. - Master of Science, Middle East Technical University, 2021.