# Exploring Chinese Secondary School Students’ Acceptance of Live Video-Streamed Teaching Platforms in EFL Class: An Application of the Technology Acceptance Model

## TL;DR

This study explores how Chinese secondary school students accept live video-streamed teaching platforms in English classes using a technology acceptance model.

## Contribution

The study applies TAM to examine students' acceptance of live-streamed teaching platforms in EFL contexts, revealing gender and age differences.

## Key findings

- Students showed high acceptance of live-streamed platforms with significant individual differences, especially by age.
- Variables like perceived ease of use and usefulness strongly correlate with behavioral intention to use the platforms.
- Computer self-efficacy's effect on behavioral intention is mediated through perceived usefulness, ease of use, and attitude.

## Abstract

Live video-streamed teaching platforms are widely used in language teaching. However, how students perceive these platforms has scarcely been investigated. By adopting the Technology Acceptance Model (TAM), this study investigated Chinese secondary school students’ perceptions of the platforms (i.e., Tencent meeting, Tencent classroom and Dingtalk) being adopted in English as a foreign language (EFL) class. Gender and age differences were also investigated. Data were collected from 602 students; the results showed the following: (1) The acceptance level of all the participants was high for the five variables in TAM, i.e., perceived ease of use (PEU), perceived usefulness (PU), attitude (ATT), computer self-efficacy (CSE) and behavioral intention to use (BI), but with significant individual differences. There existed no gender differences, while age differences existed between junior high school students and those from senior high school. (2) The five variables were correlated with each other significantly. In addition, CSE, PEU, PU and ATT can predict BI in parallel. (3) The relationship between CSE and BI was mediated by PEU, PU and ATT. Also, PU had the strongest mediating effect, with PEU and ATT exerting slightly lower effects. The theoretical and practical implications are discussed at the end.