In the past decade, universities have increasingly invested in Learning Management Systems (LMSs) to enhance language learning, aiming for efficiency and flexibility. However, LMS adoption alone does not guarantee success; multiple factors include instructor attitudes toward technology and system quality. This paper delved into these factors that shaped LMS adoption by examining teacher perceptions and experiences and LMS attributes. The presentation discusses a study utilizing duoethnography to explore the personal challenges English as a foreign language teachers face when adopting LMSs in Japanese universities. Employing the Technology Acceptance Model (TAM), the study empirically assesses how teacher perceptions and experiences impact LMS adoption. Personal diaries, journals, reflections, and artwork from two instructors at Japanese universities were collected. The findings highlight three key external factors, system quality, perceived self-efficacy, and facilitation conditions, that significantly influence teachers' responses to LMS adoption. These results support prior research on LMS adoption factors and reaffirm the TAM's credibility in understanding teachers' technology adoption behavior. This study contributes to the literature, aiding administrators and teachers in addressing these issues within language programs. The presentation concludes by outlining administrator training strategies, assessing teacher computer proficiency, and creating conducive conditions for LMS utilization.
Dan Ferreira, Ed.D., has been teaching English as a foreign language at the tertiary level in the Greater Kanto area for over two decades. Dan specializes in e-learning, focusing on the barriers to and successes of teachers' use of instructional communication technology (ICT) for language learning purposes. He currently serves as the Gumma JALT Chapter publicist.
There is a short drink/snack/rest break midway through the event.
This is a face-to-face event sponsored by JALT Gunma Chapter.
