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Abstract

The extensive adoption of virtual reality (VR) technology is revolutionising the English learning landscape by facilitating immersive experiences. However, few quantitative studies have examined the factors influencing the acceptance of learning English through VR technology amongst secondary school students. This research intended to propose a study framework that incorporates the technology acceptance model (TAM), intrinsic motivation (IM) and extrinsic motivation (EM), mediated by self-efficacy (SE) and learning engagement (LE), to investigate secondary school students’ acceptance of learning English through VR technology. 524 respondents participated in the study and completed a structured questionnaire. Structural equation modelling was employed to analyse the data. Results indicated that the EM and IM positively affect SE and LE. SE positively affects perceived usefulness (PU) and perceived ease of use (PEOU). PU positively affect secondary school students’ attitudes towards using VR technology (AT). However, PEOU did not significantly influence AT. PU and LE positively affect students’ behavioural intention to use VR technology. In light of these findings, practical implications are provided for VR developers, English educators and other stakeholders to improve the learning efficiency and outcomes of secondary school students utilising VR technology for English learning.

Keywords

English learning secondary education virtual reality in education motivation in language learning technology acceptance model (TAM)self-efficacy learning engagement

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Exploring the Acceptance of Learning English Through VR Technology Amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants

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