Learner Perceptions of Multimodal Technology Resources in EFL Oral Instruction: Survey Evidence from a Chinese University

Abstract

This study investigated 126 EFL learners’ perceptions of co-deployed multimodal technology resources (video models, audio playback, ASR tools, and captioned materials) in a university oral English course. Drawing on the Technology Acceptance Model (TAM), a questionnaire measured perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SAT), and behavioral intention (BI). All four dimensions scored significantly above the scale midpoint (all p < .001). PU and PEOU were positively correlated (r = .48, p < .001). Learners with greater prior technology experience reported higher PU (d = 0.58, p < .01). A strong PU–SAT correlation was found (r = .60, p < .001). Confirmatory factor analysis supported the four-factor structure (CFI = .993, RMSEA = .031). PU predicted BI (β = 0.47, p < .001) and satisfaction partially mediated the association between PU and BI (indirect effect = 0.19, 95% CI [0.09, 0.30]). These findings provide support for the TAM’s applicability to co-deployed multimodal EFL environments.