Keywords
Data analysis tools
Technology acceptance
University English teachers
Educational technology
Data privacy concerns
Submitted : 2024-09-01
Accepted : 2024-09-16
Published : 2024-10-01
Abstract
This study investigates university English teachers’ acceptance and willingness to use learning management system (LMS) data analysis tools in their teaching practices. The research employs a mixed-method approach, combining quantitative surveys and qualitative interviews to understand teachers’ perceptions and attitudes, and the factors influencing their adoption of LMS data analysis tools. The findings reveal that perceived usefulness, perceived ease of use, technical literacy, organizational support, and data privacy concerns significantly impact teachers’ willingness to use these tools. Based on these insights, the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.
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