A Survey on the Acceptance of E-Learning for Professional Development amongst English as a Second Language (ESL) Teachers in Malaysia

Abstract

Recent trends and advances in Education 4.0 have expedited Malaysian ESL teachers harnessing e-learning to facilitate their professional development. This paper investigates the level of Malaysian English as a Second language (ESL) teachers’ acceptance of e-learning for PD using the Technology Acceptance Model (TAM). Additionally, the paper examines the plausible relationships amongst perceived ease of use, perceived usefulness, behavioural intention to use and actual use of e-learning for professional development. A total of 60 Malaysian ESL teachers who participated in an online professional development course were requested to complete a questionnaire after the course ended. Data collected were analysed via descriptive and inferential statistics. The teachers’ responses indicated their levels of technological acceptance. Additionally, significant relationships between the perceived usefulness, behavioural intention toward using e-learning, and actual use of e-learning were noted. However, no significant relationship was observed between the perceived ease of use with behavioural intention to use. This paper hopes to provide input on how training providers could improve e-learning within the context of professional development. The limitations, implications, and recommendations are also provided for future studies.