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ABSTRACT

The study aims to explore the students’ perception of YouTube assisted language learning (YALL) in the English as a foreign language (EFL) context using the basic technology acceptance model (TAM) by Davies (1989). This study delves into YALL adoption using TAM model as it is an unexplored area and the present studies focuses on mere perception regarding YALL or the adoption of YouTube as an educational resource, but not on the adoption of YALL in EFL context. The study is based on a quantitative approach. The data was collected using a questionnaire adapted from Chau et al. (2024) through Google Forms. The sample of 272 students was collected by purposive sampling followed by random sampling. Data is subjected to analysis in Smart PLS 4.1.1.2 for PLS-SEM analysis. The findings reveal that reliability, convergent validity, and discriminant validity are valid in all perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI) constructs. Moreover, hypotheses testing results reveal that PEOU positively influences PU (b = 0.667, t = 11.600, p = 0.000). Furthermore, BI is also significantly impacted by PEOU (b = 0.362, t = 6.056, p = 0.000) and PU (b = 0.493, t = 8.634, p = 0.000). Lastly, the findings of the study are supported by the theory of planned behavior as the insights from TAM hint at the positive adoption, which implies that perceived behavioral control is promoting the adoption of YALL in university EFL context. This study offers practical insight to introduce YALL as a useful technique by educators to promote enhanced self-learning.

Keywords: EFL learners, language learning, TAM, YALL, theory of planned behavior