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Computer Assisted Language Learning Volume 35, 2022 - Issue 8
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Articles

Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?

Cynthia LeeSchool of Education and Languages, Open University of Hong Kong, Homantin, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8236-0127
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Pages 2049-2077 | Published online: 28 Dec 2020

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Read on this site (3)

Jaeho Jeon. (2023) The impact of a flipped EFL course on primary school learners’ use of technology for language learning. Interactive Learning Environments 31:9, pages 5956-5969.
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Shuxia Yang, Rui Wang & Bing Mei. (2022) Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning. Interactive Learning Environments 0:0, pages 1-14.
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Masumeh Sadat Seyyedrezaei, Mohammad Amiryousefi, Ana Gimeno-Sanz & Mansoor Tavakoli. (2022) A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect. Computer Assisted Language Learning 0:0, pages 1-34.
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Articles from other publishers (3)

Aohua Ni, Alan C. K. Cheung & Jieping Shi. (2022) Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis. Frontiers in Psychology 13.
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Pooja Mehta, Charles Jebarajakirthy, Haroon Iqbal Maseeh, Anubha Anubha, Raiswa Saha & Komal Dhanda. (2022) Artificial intelligence in marketing: A meta‐analytic review. Psychology & Marketing 39:11, pages 2013-2038.
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Diem TN Hoang & Thinh Hoang. (2022) Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic. E-Learning and Digital Media, pages 204275302211173.
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