An Exploration of Pakistani ESL School Teachers’ Acceptance of Computer-Assisted Language Learning 2.0

Abstract

Many Pakistani ESL teachers are still hesitant to use computer-aided language learning (CALL), even though the country has seen an explosion in information and communication technologies in the last several decades. This study aims to investigate the variables that impact the intentions of Pakistani English language school teachers to employ Web 2.0 technologies for language teaching. The structural Equation Modelling technique was used to test a seven-factor model based on the Technology Acceptance Model and the Technological Pedagogical Content Knowledge Model by collecting data from 131 Pakistani English as a second language school teachers using the purposive sampling technique. The findings revealed that Pakistani ESL school teachers were generally familiar with CALL 2.0 tools such as instant messenger and networking websites but slightly familiar with MOOC, Wiki, Online learning tools and Blogs, and unfamiliar with knowledge management tools which include the usage of Zotero, Evernote, Endnote, RefWorks etc.  The results further showed that CSE positively influences PEU CALL 2.0 but has no significant influence on PU and IU CALL 2.0. FC positively influences PEU and IU but has no significant influence on PU CALL 2.0. SN positively influences IU CALL 2.0 but has no significant influence on PEU and PU CALL. 2.0. TRACK positively influences PEU and PU CALL. 2.0 but has no significant influence on IU CALL 2.0. Finally, PEU positively influences PU CALL. 2.0 but has no significant influence on IU CALL. 2.0. The current study's findings have important implications for increasing the acceptance of CALL 2.0 among ESL teachers in Pakistan and similar contexts.