Indonesian Senior High School Students’ Acceptance of Audiovisual Media for EFL Learning: A TAM-Based Mixed-Methods Study
DOI:
https://doi.org/10.61255/jupiter.v4i4.1965Keywords:
Student Response, Audiovisual Media, EFL Learning, Technology Acceptance Model (TAM), Merdeka CurriculumAbstract
Purpose This study describes senior high school students’ responses to the integration of audiovisual media in English as a Foreign Language (EFL) learning using four Technology Acceptance Model (TAM) constructs: perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATT), and behavioral intention (BI).
Methods A concurrent triangulation mixed-methods design was employed with 300 Grade X and XI students from one public senior high school in Pontianak, Indonesia, recruited through purposive sampling. Quantitative data were collected using a 20-item four-point Likert questionnaire, while qualitative data were elicited through four open-ended questions. Descriptive statistics and hypothetical-mean categorization were integrated with thematic analysis through a joint display.
Findings Overall, 68.3% of students were in the high-response category. The proportions in the high category were 89.3% for PU, 75.7% for PEOU, 80.7% for ATT, and 70.0% for BI. Qualitative findings showed that students valued audiovisual media for pronunciation, contextual vocabulary, and exposure to authentic accents, while unstable internet access, advertisements, and the need for subtitles remained practical constraints. The 10.7-percentage-point difference between the high ATT and BI categories is interpreted descriptively rather than causally.
Research Implications The findings support more structured integration of audiovisual media accompanied by accessible infrastructure, scaffolding, and teacher guidance.
Originality The study extends TAM-based EFL research by examining a broad category of audiovisual media among Indonesian secondary-school students and integrating quantitative acceptance patterns with students’ contextual experiences.
Abstract views: 30
, 
PDF downloads: 3
Downloads
References
Aini, N., Basthomi, Y., Suryati, N., & Kurniarahman, I. (2025). Indonesian students’ perceived usefulness of the integration of TED Talks for English language learning: The Technology Acceptance Model (TAM) framework. PASAA, 70, 411–442. https://doi.org/10.58837/CHULA.PASAA.70.13
Al Jarf, R. (2021). TED Talks as a listening resource in the EFL college classroom. International Journal of Language and Literary Studies, 3(3), 256–267. https://doi.org/10.36892/ijlls.v3i3.571
Azwar, S. (2022). Penyusunan skala psikologi (2nd ed.). Pustaka Pelajar.
Badan Pusat Statistik. (2023). Statistik telekomunikasi Indonesia 2023. BPS RI.
Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 244–254. https://doi.org/10.17705/1jais.00122
Boudouaia, A., Li, Y., Shadiev, R., & Xie, Y. (2024). Navigating virtual English learning horizons: A study on students’ use of 360° videos in self-directed learning. Education and Information Technologies, 29, 24223–24254. https://doi.org/10.1007/s10639-024-12788-8
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Cahyono, B. Y., & Widiati, U. (2009). The teaching of EFL listening in the Indonesian context: The state of the art. TEFLIN Journal, 20(2), 194–211. https://doi.org/10.15639/teflinjournal.v20i2/194-211
Chyung, S. Y., Roberts, K., Swanson, I., & Hankinson, A. (2017). Evidence-based survey design: The use of a midpoint on the Likert scale. Performance Improvement, 56(10), 15–23. https://doi.org/10.1002/pfi.21727
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—principles and practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117
Hafour, M. F. (2024). Interactive digital media assignments: Effects on EFL learners’ overall and micro-level oral language skills. Computer Assisted Language Learning, 37(4), 986–1018. https://doi.org/10.1080/09588221.2022.2030235
Hsu, H.-T., & Lin, C.-C. (2024). Factors influencing students’ listening learning performance in mobile vocabulary-assisted listening learning: An extended technology acceptance model. Journal of Computer Assisted Learning, 40(4), 1511–1525. https://doi.org/10.1111/jcal.12969
Intan, M., Yusra, K., & Muhaimi, L. (2022). A review on the use of audiovisual as media in improving listening skills among junior high school students. English Education Journal (EEJ), 13(2), 303–316. https://doi.org/10.24815/eej.v13i2.25932
Jiang, M. Y., Jong, M. S., Lau, W. W., Meng, Y., Chai, C. S., & Chen, M. (2021). Validating the general extended technology acceptance model for e-learning: Evidence from an online EFL course amid COVID-19. Frontiers in Psychology, 12, 671615. https://doi.org/10.3389/fpsyg.2021.671615
Karolina, V., Querioz, C., Xaixanith, T., & Farhan, F. I. (2025). Indonesian EFL learners’ responses to using ChatGPT: An analysis based on the TAM model. Journal of Educational Research and Evaluation, 9(2), 1–15. https://doi.org/10.23887/jere.v9i2.91799
Kartika, D., Ramadhona, S., & Kholida, F. (2023). Audiovisual teaching media and improvements in listening skills. Proceedings of ICOLLITE 2023. https://doi.org/10.2991/978-2-38476-052-7
Kemendikbudristek. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 262/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran.
Kementerian Pendidikan Dasar dan Menengah (Kemendikdasmen). (2025). Hasil Tes Kemampuan Akademik (TKA) jenjang SMA/SMK sederajat tahun 2025. Badan Standar, Kurikulum, dan Asesmen Pendidikan. https://tka.kemendikdasmen.go.id/hasiltka/
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–139. https://doi.org/10.1080/17501229.2023.2240316
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36, Article 8. https://doi.org/10.1007/s10648-023-09842-1
Mizher, R. A., & Alwreikat, A. A. (2023). EFL students’ use of e-books for e-learning: Applying Technology Acceptance Model (TAM). Journal of Language Teaching and Research, 14(1), 153–162. https://doi.org/10.17507/jltr.1401.16
Rahmadani, D. (2022). Media audio visual dalam pembelajaran bahasa Inggris: Peluang dan tantangan. Jurnal Pendidikan Bahasa Dan Sastra, 10(1), 45–58.
Rashid, S. (2025). Modelling YouTube assisted language learning (YALL) adoption in EFL learning: A technology acceptance model (TAM) and theory of planned behavior (TPB) approach. Contemporary Educational Technology, 17(4), Article ep614. https://doi.org/10.30935/cedtech/17546
Rasyid, F., Hanjariyah, H., & Aini, N. (2023). TikTok as a source of English language content — Perceived impacts on students’ competence: Views from Indonesia. International Journal of Learning, Teaching and Educational Research, 22(10), 340–358. https://doi.org/10.26803/ijlter.22.10.19
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Sah, F. M., & Shah, P. M. (2020). Teachers’ beliefs and practices in teaching listening. Creative Education, 11(2), 182–195. https://doi.org/10.4236/ce.2020.112013
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Sekaran, U. (2006). Research methods for business: A skill-building approach (4th ed.). John Wiley & Sons.
Shamsi, E., & Bozorgian, H. (2024). Collaborative listening using multimedia through metacognitive instruction: A case study with less-skilled and more-skilled EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 25. https://doi.org/10.1186/s40862-023-00248-8
Sung, Y.-T., & Wu, J.-S. (2018). The visual analogue scale for rating, ranking and paired comparison (VAS-RRP): A new approach for measuring subjective preferences. Educational and Psychological Measurement, 78(6), 964–987. https://doi.org/10.1177/0013164417711431
Vančová, H. (2025). Digital tools in English language teaching: A multi-framework perspective on TAM, SAMR, and TPACK. Computer-Assisted Language Learning Electronic Journal, 26(6), 121–144.
Xu, J., & Deng, Q. (2024). Exploring Chinese secondary school students’ acceptance of live video-streamed teaching platforms in EFL class: An application of the Technology Acceptance Model. Behavioral Sciences, 14(7), 593.
Zou, B., Wang, C., Yan, Y., Du, X., & Ji, Y. (2025). Exploring English as a Foreign Language learners’ adoption and utilisation of ChatGPT for speaking practice through an extended Technology Acceptance Model. International Journal of Applied Linguistics, 35(2), 689–704. https://doi.org/10.1111/ijal.12658
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ria Asti Nugroho, Venny Karolina, Dedi Triyanto, Aunurrahman, Haratua Tiur Maria Silitonga, Azwin Arif Bin Abdul Rahim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
