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Tertiary-Level EFL Students' Perceptions on the Usefulness and Awareness of Web 2.0 Tools: Modified Technology Acceptance Model
Abstract
Web 2.0 tools have garnered significant attention in educational, particularly with the onset of the COVID-19 pandemic, due to their capacity to facilitate multimodal learning environments. This quantitative study aims to investigate the perceptions of tertiary-level EFL learners regarding the perceived usefulness and awareness of specific Web 2.0 tools, including Edmodo, Quizlet, and Canva, within the framework of a modified technology acceptance model. The study further explores whether the perceived usefulness of these tools can be predicted by learners' awareness of them. A survey was administered to 90 participants, revealing that perceptions of usefulness and awareness varied according to the learners' proficiency levels. The findings suggest that EFL learners' awareness of Web 2.0 tools can be predictive of their perceptions of these tools' usefulness. The study's implications propose that certain curricular Web 2.0 tools might be replaced with more innovative alternatives to address issues of oversaturation and resistance to certain Web 2.0 tools.
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