WeCWI-Enabled Web-Based Instruction in EFL Classrooms: Measuring Perceptions from ICT Experts Using TAM
DOI:
https://doi.org/10.37134/ajelp.vol13.2.1.2025Keywords:
WBI, WeCWI, WeCWI-enabled WBI, Perceptions, ICT Experts, TAMAbstract
The rapid development of information and communication technology (ICT) has reshaped higher education in China, prompting the need for more effective instructional approaches. However, conventional cramming methods remain prevalent in some subjects, emphasising memorisation rather than comprehension and critical thinking. This outdated approach often persists due to ICT limitations among educators, creating a gap in the effective integration of technology-enhanced learning. To address these challenges, web-based instruction (WBI) was designedbased on Web-based Cognitive Writing Instruction (WeCWI) principles, WeCWI-enabled WBI, to support a more interactive, student-centred learning environment. A hybrid instructional platform combining Mosoteach and WeChat Public Account platform was developed to enhance students’ writing skills by fostering extensive reading, collaborative composition, and real-time feedback. This study investigates the perspectives of ICT experts regarding the application and scalability of WeCWI-enabled WBI in academic settings. Using the Technology Acceptance Model (TAM), the researcher conducted in-depth interview to assess the perceived usefulness, ease of use, and overall acceptance of WeCWI-enabled WBI among ICT specialists. A holistic content analysis was employed to extract insights into the feasibility and potential of WeCWI-enabled WBI for large-scale implementation. The findings highlight that a well-structured WeCWI-enabled WBI, supported by a comprehensive user manual, significantly enhances students engagement and productivity. ICT specialists recognise the platform’s multifunctionality and highlight its scalability for broader educational applications. Furthermore, the structured design and user-friendly interface of WeCWI-enabled WBI contribute to its practical feasibility. This research provides valuable insights into optimising web-based teaching strategies to help educators effectively harness ICT, and to improve instructional quality and student performance in Chinese universities.
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