Abstract

This study investigated the impacts of peer and teacher support on perceived technology usefulness and ease of use, and acceptance of computer-mediated collaboration in writing (CMCW) among Hong Kong primary school students, who learn English as a second/foreign language (ESL/EFL). The results showed that class-level peer support had direct and positive impacts on individual-level acceptance of CMCW. However, teacher support did not have direct impacts. Peer support had indirect impacts on acceptance of CMCW through perceived usefulness. Teacher support had indirect impacts on acceptance of CMCW through the mediation of perceived usefulness and ease of use. The findings highlight the importance of teacher and peer support in students’ perceptions towards technology use and acceptance of CMCW. Reasons for the findings and implications for promoting CMCW are discussed.

摘要

本研究调查了以英语作为第二语言/外语 (ESL/英语）。结果表明，班级水平的同伴支持对个人水平的 CMCW 接受度有直接和积极的影响。然而，教师的支持并没有产生直接影响。同伴支持通过感知有用性对接受 CMCW 产生间接影响。教师支持通过感知有用性和易用性的中介对 CMCW 的接受度产生间接影响。调查结果强调了教师和同伴支持在学生对技术使用和接受 CMCW 的看法中的重要性。