ISSN: 2226-6348
Open access
No escapism to the ESL virtual teaching-and-learning for English-based teachers and students in this era. This research investigates the teachers' and students' acceptance of ESL virtual teaching-and-learning in a secondary school in Seremban and the strengths and limitations. The importance of the study to acknowledge the gaps aimed at upskilling professionalism. This study incorporates descriptive statistical analysis and thematic analysis. Technology Acceptance Model (TAM) is integrated with this study to investigate teachers' and students' acceptance in ESL virtual teaching and learning. This case study incorporates both elements of quantitative and qualitative approaches in the research design. A sample of eight forms four teachers and thirty-three Form 4 students involved. Two types of questionnaires purposely for teachers and students distributed through Google Form are used to seek feedback on the ESL virtual learning. Interview employed by using semi-structured interviews to gather themes and five points Likert scale rate experiences. Data tabulated using tables and figures and in a form of frequency counts and percentages. Descriptive statistical analysis was used to interpret the response given by the respondents using Statistical Package for The Social Sciences (SPSS) and thematic analysis for qualitative data. The adaptation of the questionnaires, interviews, and SPSS as the instrument to elicit information on the acknowledgment of the acceptance of ESL virtual teaching and learning among the students and teachers. The findings of this study show that teachers' acceptance is higher and perceived the ESL virtual teaching-and-learning positively. On the other hand, students' acceptance and perception of ESL virtual teaching and learning is neutral.
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In-Text Citation: (Hassan & Hashim, 2021)
To Cite this Article: Hassan, W. H. W., & Hashim, H. (2021). Teachers and Students Acceptance of an ESL Virtual Teaching-And-Learning in a Secondary School in Seremban. International Journal of Academic Research in Progressive Education and Development, 10(2), 435–453.
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