Vol 7 No 4 (2020)

ESL Teachers’ Intention in Adopting Online Educational Technologies during COVID-19 Pandemic

Kelvin Yew Kai Wen
Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia.
Kim Hua, Tan
Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia.
Published November 2, 2020
153 Views | 99 Downloads
  • Behavioural intention, COVID-19 Pandemic, ESL teachers, ICT competence, Infrastructure and resources, Online educational technology, Working environment.
How to Cite
Kai Wen, K. Y., & Tan, K. H. (2020). ESL Teachers’ Intention in Adopting Online Educational Technologies during COVID-19 Pandemic. Journal of Education and E-Learning Research, 7(4), 387-394. https://doi.org/10.20448/journal.509.2020.74.387.394


The COVID-19 pandemic affected many countries across the globe tremendously. One of the consequences of this pandemic was the closure of educational institutions to curb the spread of the virus. In Malaysia, the Ministry of Education (MOE) encouraged teachers to adopt online educational technologies, such as Google Classroom, in executing teaching and learning processes during the pandemic. However, the sudden transition of the nature of education required teachers to prepare themselves to carry out online education in an instant. Past studies revealed that ICT competence, infrastructure and online resources and working environment affect teachers’ usage of online educational technologies in their teaching. This study examined the relationship amongst these three factors and teachers’ intention to adopt online educational technologies. This study also identified the most significant factor that affects teachers’ behavioural intentions. A total of 153 Malaysian ESL teachers participated in this study via a survey questionnaire. Findings revealed that although the working environment was moderately correlated with teachers’ behavioural intentions, the other two factors were strongly correlated with teachers’ behavioural intentions. This study found accessibility to infrastructure and online resources to be the most significant factors that affected teachers’ behavioural intentions.


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