Risk-Taking, TAM Model, and Technology Integration: Impact on EFL College Students' Behavioral Intentions

Abstract

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.