Abstract:
The Technology Acceptance Model (TAM) has drawn a lot of interest in higher
education throughout the pandemic. While universities in Turkey were adapting
themselves to the New Normal, the devastating Turkey-Syria earthquake occurred on
6 February 2023. All universities were forced to complete the 2022-2023 academic
year spring term as online or hybrid education. This event showed us that whenever
we face an emergency situation, we may use online or hybrid education as a quick
response. This study aims to examine the preparatory school students' acceptance of
technology in language learning by analysing the results using the General Extended
Technology Acceptance Model for E-Learning (GETAMEL) model and how the shift
to online learning has influenced their views toward e-learning in language education.
The research focuses on a survey sample of 216 students enrolled in a preparatory
school during the spring semester of the 2022-2023 academic year. The data were
collected through an online survey which was developed by Jiang et.al (2021). The
study aims to establish correlations between students' behavioural intentions, attitudes,
perceived usefulness,subjective normsregarding the use of the EFL e-learning system,
and their actual use of the system. The analysis provides insights into the complex
dynamics of technology acceptance in the context of language learning, particularly in
the wake of unexpected disruptions that prompt the adoption of online and hybrid
education. The study contributes to a broader understanding of technology acceptance
in language learning environments and highlights the importance of the GETAMEL
model based on the findings. Detailed insights into how attitudes and behaviour
towards using technology are influenced are provided by demographic factors such as
age, gender, level of education and experience with online learning. The study
emphasises the dynamic nature of the classroom environment, which necessitates
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careful consideration of contextual issues. It also highlights the importance of
universities prioritising e-learning quality and self-efficacy, and providing support to
enhance students' confidence and skills. The suggested method advocates for user friendly content and systems to effectively transform the way students learn
