Unveiling User Acceptance: A TAM-Based Investigation into the Integration of Digital Technology in Foreign Language Learning

Digital technology has become integral to language learning, offering interactive tools and resources. Online platforms and language learning apps provide accessibility and convenience for learners. Integration of digital tools enhances engagement and facilitates personalised language acquisition. By employing a Technology Acceptance Model (TAM) framework, this research investigates high school students in the Chennai district’s user acceptance of integrating digital technology in Foreign Language Learning (FLL). The research employs a random sampling method to gather data from a diverse group of high school students. The independent variables considered in this investigation include Technology Self-Efficacy (TSE), Learners’ Motivation (LM) and Learners’ Behaviour (LB). Perceived Usefulness (PU) and Perceived Ease of Use (PE) are conceptualised as mediating variables, which subsequently influence learners’ behavioural intention to use digital technology in FLL. The TAM serves as the theoretical framework to analyse and understand the relation between these variables. The findings indicate that Technology Self-Efficacy (TSE), Learners’ Motivation (LM) and Learners’ Behaviour (LB) have a noteworthy influence on PU and PE. Mediation results show that PU and PE significantly mediate the effects of TSE, LM and LB on students’ intention to use digital technology, with PU having a stronger role than PE. By delving into the perspectives and experiences of high school students, this study seeks to uncover insights that can inform educators, policymakers and technology developers on enhancing the effectiveness of integrating digital technology into FLL environments. The research findings seek to enhance the overall conversation on the acceptance and utilisation of digital tools in educational environments.