Abstract
Abstract
Teaching and learning English as a second language (ESL) in the United States has long required educators to address complex linguistic and pedagogical demand. The COVID-19 pandemic intensified these challenges by accelerating the widespread adoption of online instruction and digital technologies. As technology becomes increasingly embedded in ESL curricula, teachers are expected not only to demonstrate technical proficiency but also integrate digital tools in pedagogically purposeful ways. This study was guided by the Technology Acceptance Model (TAM) framework. This quantitative survey study examined differences among pre-service, novice and experienced ESL teachers in perceived usefulness, ease of use, and intention to use technology in online instruction. While TAM has been widely applied in educational technology research, limited attention has been directed towards examining how professional careers stage mediates technology acceptance in ESL context, particularly during periods of crisis-driven technology adoption.
Participants included 94 ESL teachers in the United States (13 pre-service, 68 novice, and 13 experienced). The survey instrument, adapted from stablished TAM based measures, employed a five-point Likert scale. Content and face validity were established through experts and participant feedback, and a pilot study was conducted. Reliability analyses demonstrated strong internal consistency (McDonal’s Ω = .943; Spearman-Brown split-half reliability coefficient = .92) Data were analyzed using SPSS with nonparametric tests (Kruskal Wallis and Mann Whitney U) to identify group differences between pre-service and novice teachers in perceived usefulness and intention to use technology in online instruction among three groups of teachers. The results of Mann-Whitney test revealed statistically significant difference between pre-service and novice teachers in usefulness and intention to use. Pre-service ESL teachers (n = 13) reported significantly higher perceived usefulness U = 231.00, p = .01, r = −.30 and intention to use technology U = 224.50, p = .01, r = −.29 than novice ESL teachers (n = 68). These findings suggest that early teaching experience shapes technology related beliefs, while novice teachers’ perceptions are influenced by classroom realities
and contextual constraints. The results highlight the need for mentoring and support to sustain technological integration into professional practice.
The findings for ease of use perceptions may have converged across stages due to the normalized exposure to digital tools, whereas evaluation instructional values a long-term integration intention remained shaped by professional identity formation and contextual teaching experience.
Theoretically, this study extends TAM by situating technology acceptance within a developmental professional framework, demonstrating that perceived usefulness and intention to use are influencing not solely by cognitive appraisals of technology, but also by career stage specific responsibilities, identity development, and exposure to authentic practice. By integrating career stages differentiation into TAM constructs, this research contributes to a more sensitive understanding of technology adoption in ESL education. The findings underscore the need for structured mentorship, authentic online teaching experiences, and targeted professional development during the early careers’ transitions. Future longitudinal and mix-method research is recommended to examine how professional identity trajectories interact with technology acceptance over time and across evolving institutional contexts. Given its strong reliability, the adapted questionnaire is suitable for use in future research.
Key words: English as a Second Language (SEL), Technology Acceptance Model (TAM), career stages, perceived usefulness, ease of use and intention to use, ESL online Teaching, COVID-19 Pandemic, crisis driven technology adoption, technology integration in online instruction