Exploring Secondary School Teachers' Acceptance of Facebook in English Language Teaching: A TAM-Based Study in Ho Chi Minh City

Abstract

This study explores the acceptance of English language teachers in Ho Chi Minh City regarding the integration of Facebook into their instructional practices. It focuses on how perceptions of usefulness and ease of use may influence their intention to adopt the platform for vocabulary and grammar instruction. Employing a mixed-methods approach, the research collected data from 150 teachers divided into two age groups (22–39 and 40+). Qualitative insights were gathered through semi-structured interviews grounded in the Technology Acceptance Model (TAM), followed by a quantitative survey measuring perceived usefulness, ease of use, satisfaction, attitude, and intention to use. The findings suggest that all hypothesized relationships within the TAM framework were statistically significant, with younger teachers exhibiting a stronger correlation between satisfaction and attitude, indicating potential generational differences in affective responses to technology. Both age groups acknowledged Facebook’s pedagogical potential in fostering student engagement and collaborative learning, while also noting challenges such as distractions and time constraints. The study aims to contribute to teacher-centered research on educational technology adoption and offers preliminary implications for the development of age-sensitive training programs and supportive policy initiatives in language education.

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