Technology-mediated syntax learning: A quantitative study of technology acceptance, autonomy, and achievement among EFL learners | ||
| جستارهای زبانی | ||
| Article 4, Volume 16, Issue 5 - Serial Number 89, 1404, Pages 63-91 PDF (719.4 K) | ||
| DOI: 10.48311/LRR/lrr.2025.1653 | ||
| Authors | ||
| Afif Ikhwanul Muslimin* ; Fitrana Harintama | ||
| English Language Education of Universitas Islam Negeri Mataram, Mataram, Indonesia | ||
| Abstract | ||
| This study aimed to unravel the EFL students’ technology acceptance toward the implementation of Technology-Mediated Syntax Learning (TMSL) and unveil its impact on EFL students' learning autonomy and English Syntax (ES) learning achievement. Therefore, the quantitative study was operated through descriptive analysis and pre-experimental design. The descriptive analysis was done to scrutinize the EFL students' technology acceptance and learning autonomy toward implementing TMSL. The pre-experimental study was conducted to know the effect of TMSL implementation on ES learning achievement. The participants of this study were 121 students who joined the English Syntax course in the English Education Department, Faculty of Education and Teachers Training at a public university in West Nusa Tenggara Province, Indonesia. The results showed that the participants highly accepted TMSL and depicted high learning autonomy scores. The statistical calculation proved significant differences between participants' ES Pre-test and Post-test scores, meaning that TMSL implementation significantly affected ES learning achievement. However, the distinct results of technology acceptance and autonomy analysis from previous studies suggest further investigation, including applying different research approaches. Hence, this study suggests that a technology integration model gains positive output and outcome for the EFL learning context. | ||
| Keywords | ||
| Autonomy; English as a foreign language; learning achievement; technology acceptance model; technology-mediated Syntax learning | ||
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