Relationship between Technology Acceptance and Technology Anxiety among Iranian EFL Learners

Document Type : Original Article


Department of English language, Kerman Branch, Islamic Azad University, Kerman, Iran


The ongoing Covid-19 pandemic has caused unforeseen interruptions in education worldwide. Many countries have responded to the pandemic crisis by switching to online distance education. To address this need, the current study examined the relationship between technology acceptance and technology anxiety in the EFL context of Iran. Study participants included 116 Iranian students enrolled in B.A. English language courses in English language teaching, translation, and literature at Islamic Azad University, Kerman Branch. The data were derived from Abdul Ghani et al. 's technology acceptance questionnaire (2019) and Loyd and Gressard's (1984) technology anxiety questionnaire. After analyzing the data, the results demonstrated a significant negative correlation between technology acceptance, perceived usefulness, perceived ease of use, behavioral intention to use, attitude, and technology anxiety. An increase in technology acceptance and its components led to a decrease in technology anxiety, and perceived ease of use was the strongest component of technology acceptance to predict technology anxiety. Moreover, the first feature of technology acceptance was perceived ease of use, and the last feature was the behavioral intention to use it. Participants’ major was not a meaningful mediator affecting the relationship between technology acceptance and technology anxiety. Therefore, minimizing technology anxiety and optimizing the effectiveness of technology in educational contexts requires teachers, students, and curriculum designers to consider students' readiness and acceptance of technology.


Article Title [Persian]

رابطه پذیرش فناوری و اضطراب فناوری در زبان آموزان ایرانی

Abstract [Persian]

همه گیری مداوم کووید-19 باعث وقفه های غیرقابل پیش بینی در آموزش در سراسر جهان شده است. بسیاری از کشورها با روی آوردن به آموزش از راه دور آنلاین به بحران همه گیر پاسخ داده اند. برای رفع این نیاز، مطالعه حاضر به بررسی رابطه بین پذیرش فناوری و اضطراب فناوری در زمینه EFL ایران پرداخته است. شرکت کنندگان در مطالعه شامل 116 دانشجوی ایرانی بودند که در مقطع کارشناسی ارشد ثبت نام کرده بودند. دوره های آموزش زبان انگلیسی، مترجمی و ادبیات انگلیسی در دانشگاه آزاد اسلامی واحد کرمان. داده ها از عبدالغنی و همکاران استخراج شده است. پرسشنامه پذیرش فناوری (2019) و پرسشنامه اضطراب فناوری لوید و گرسارد (1984). پس از تجزیه و تحلیل داده ها، نتایج نشان داد که بین پذیرش فناوری، سودمندی درک شده، سهولت استفاده درک شده، قصد رفتاری برای استفاده، نگرش و اضطراب فناوری رابطه منفی معناداری وجود دارد. افزایش پذیرش فناوری و مؤلفه‌های آن منجر به کاهش اضطراب فناوری شد و سهولت درک شده قوی‌ترین مؤلفه پذیرش فناوری برای پیش‌بینی اضطراب فناوری بود. علاوه بر این، اولین ویژگی پذیرش فناوری درک سهولت استفاده و آخرین ویژگی، قصد رفتاری برای استفاده از آن بود. رشته تحصیلی شرکت کنندگان یک میانجی معنادار نبود که بر رابطه بین پذیرش فناوری و اضطراب فناوری تأثیر بگذارد. بنابراین، به حداقل رساندن اضطراب فناوری و بهینه‌سازی اثربخشی فناوری در زمینه‌های آموزشی، معلمان، دانش‌آموزان و طراحان برنامه درسی را می‌طلبد که آمادگی و پذیرش فناوری دانش‌آموزان را در نظر بگیرند.

Keywords [Persian]

  • کلاس های درس یکپارچه با فناوری
  • پذیرش فناوری
  • اضطراب فناوری
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  • Receive Date: 28 October 2022
  • Revise Date: 16 November 2022
  • Accept Date: 11 December 2022
  • First Publish Date: 18 December 2022