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PREDICTING ELEMENTARY ESL TEACHERS’ BEHAVIOURAL INTENTION TO USE TECHNOLOGY IN NATIONAL PRIMARY SCHOOLS IN KUALA TERENGGANU DISTRICT: A UTAUT-BASED QUANTITATIVE STUDY NUR AMANINA BINTI MOHD NOOR (SL4221) MASTER OF ENGLISH LANGUAGE STUDIES UNIVERSITI SULTAN ZAINAL ABIDIN 2026i MERAMALKAN NIAT TINGKAH LAKU GURU ESL SEKOLAH RENDAH UNTUK MENGGUNAKAN TEKNOLOGI DI SEKOLAH KEBANGSAAN DALAM DAERAH KUALA TERENGGANU: KAJIAN KUANTITATIF BERASASKAN UTAUT ABSTRAK Pengenalan: Integrasi Teknologi Maklumat dan Komunikasi (TMK) dalam pengajaran Bahasa Inggeris sebagai bahasa kedua (English as a Second Language, ESL) merupakan keutamaan pendidikan negara di Malaysia, namun penggunaannya di bilik darjah masih tidak sekata dan bukti pada peringkat daerah berkaitan guru ESL sekolah rendah masih terhad. Berpandukan Teori Bersepadu Penerimaan dan Penggunaan Teknologi (Unified Theory of Acceptance and Use of Technology, UTAUT), kajian ini meneliti tahap persepsi jangkaan prestasi, jangkaan usaha, pengaruh sosial, keadaan pemudah cara, dan niat tingkah laku; hubungan antara empat konstruk peramal dengan niat tingkah laku; serta sejauh mana konstruk tersebut meramalkan niat guru di sekolah kebangsaan dalam daerah Kuala Terengganu. Metodologi: Kajian ini menggunakan reka bentuk kuantitatif deskriptif korelasi dan tinjauan keratan rentas. Daripada populasi sasaran seramai 280 orang guru di 51 buah sekolah, sebanyak 162 respons sah diperoleh melalui persampelan bertujuan. Soal selidik berstruktur mengandungi 52 item, dan 28 item berskala Likert yang mengukur lima konstruk kajian dimasukkan dalam analisis. Data dianalisis menggunakan IBM SPSS Statistics Versi 29 melalui statistik deskriptif, korelasi hasil darab momen Pearson, dan regresi linear berganda. Dapatan: Min bagi kelima-lima konstruk melebihi titik tengah skala. Pengaruh sosial mencatatkan min deskriptif tertinggi (M = 3.69), diikuti oleh jangkaan prestasi (M = 3.67), niat tingkah laku (M = 3.60), jangkaan usaha (M = 3.31), dan keadaan pemudah cara (M = 3.30). Keempat-empat konstruk peramal mempunyai hubungan positif dan signifikan dengan niat tingkah laku, iaitu pengaruh sosial (r = .547), jangkaan prestasi (r = .528), jangkaan usaha (r = .515), dan keadaan pemudah cara (r = .340), dengan semua nilai p < .001. Model regresi adalah signifikan, F(4, 157) = 30.980, p < .001, dan menerangkan 44.1% varians niat tingkah laku (R² = .441; R² terlaras = .427). Jangkaan usaha (β = .302), pengaruh sosial (β = .298), dan jangkaan prestasi (β = .256) merupakan peramal positif yang signifikan, manakala keadaan pemudah cara tidak memberikan sumbangan unik yang signifikan (β = -.037, p = .619). Dapatan ini menegaskan keperluan untuk membezakan hubungan bivariat daripada sumbangan peramalan unik. Kesimpulan: Kajian merumuskan bahawa UTAUT memberikan penjelasan yang berguna tetapi tidak menyeluruh tentang niat tingkah laku dalam konteks ini. Niat guru paling konsisten dikaitkan dengan usaha yang dapat diurus, persekitaran sosial sekolah yang menyokong, dan jangkaan manfaat pengajaran. Dapatan menyokong penetapan jangkaan kepimpinan yang jelas, bantuan rakan sekerja, pembangunan profesional berfokuskan pedagogi, serta perhatian berterusan terhadap infrastruktur dan sokongan teknikal. Oleh sebab data persampelan bertujuan yang dilaporkan sendiri dan berbentuk keratan rentas diperoleh daripada satu daerah, serta penggunaan teknologi sebenar tidak diukur, dapatan kajian tidak bersifat sebab-akibat dan tidak boleh digeneralisasikan kepada seluruh negara.ii PREDICTING ELEMENTARY ESL TEACHERS’ BEHAVIOURAL INTENTION TO USE TECHNOLOGY IN NATIONAL PRIMARY SCHOOLS IN KUALA TERENGGANU DISTRICT: A UTAUT-BASED QUANTITATIVE STUDY ABSTRACT Introduction: The integration of Information and Communication Technology (ICT) into English as a Second Language (ESL) instruction is a national priority in Malaysia, yet classroom adoption remains uneven and district-level evidence concerning primary ESL teachers is limited. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examined the perceived levels of performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention; the relationships between the four predictor constructs and behavioural intention; and the extent to which these constructs predicted intention among teachers in national primary schools in Kuala Terengganu district. Methodology: A quantitative descriptive correlational design and a crosssectional survey were used. From a target population of 280 teachers across 51 schools, 162 valid responses were obtained through purposive sampling. The structured questionnaire contained 52 items, of which 28 Likert-scale items measuring the five study constructs were included in the analyses. Data were analysed using IBM SPSS Statistics Version 29 through descriptive statistics, Pearson product–moment correlation, and multiple linear regression. Results: All five construct means were above the scale midpoint. Social influence recorded the highest descriptive mean (M = 3.69), followed by performance expectancy (M = 3.67), behavioural intention (M = 3.60), effort expectancy (M = 3.31), and facilitating conditions (M = 3.30). All four predictor constructs were significantly and positively correlated with behavioural intention: social influence (r = .547), performance expectancy (r = .528), effort expectancy (r = .515), and facilitating conditions (r = .340), all p < .001. The regression model was significant, F(4, 157) = 30.980, p < .001, and explained 44.1% of the variance in behavioural intention (R² = .441; adjusted R² = .427). Effort expectancy (β = .302), social influence (β = .298), and performance expectancy (β = .256) were significant positive predictors, whereas facilitating conditions did not make a significant unique contribution (β = −.037, p = .619). These findings demonstrate the need to distinguish bivariate relationships from unique predictive contributions. Conclusion: The study concludes that UTAUT provides a useful but incomplete explanation of behavioural intention in this context. Teachers’ intentions were most consistently associated with manageable effort, a supportive school social environment, and anticipated instructional benefits. The findings support clear leadership expectations, collegial assistance, pedagogically focused professional development, and continued attention to infrastructure and technical support. Because the purposive, crosssectional, self-reported data came from one district and actual technology use was not measured, the findings are non-causal and not nationally generalisable.iii ACKNOWLEDGEMENT First and foremost, all praise and gratitude are due to Allah SWT, the Almighty, for His blessings, guidance, strength, and perseverance throughout this academic journey. It is by His grace that I have been able to complete this thesis. I would like to express my deepest and most sincere gratitude to my supervisor, Dr. Nurshafawati binti Ahmad Sani, for her continuous support, patience, encouragement, thoughtful guidance, constructive feedback, and invaluable knowledge throughout this study. Her careful supervision and insightful suggestions have contributed greatly to the development and completion of this thesis. I am truly grateful to have had her as my supervisor and mentor. I gratefully acknowledge the Ministry of Education Malaysia (MOE) for awarding me the Hadiah Latihan Persekutuan (HLP), which provided me with the valuable opportunity and support to pursue my master’s degree. My appreciation also extends to the academic and administrative staff of Universiti Sultan Zainal Abidin (UniSZA), the relevant educational authorities, and the school administrators who facilitated the conduct of this research. My sincere thanks go to all the ESL teachers from national primary schools in Kuala Terengganu district who willingly participated in this study. Their time, cooperation, and valuable responses made this research possible. I am also deeply thankful to my colleagues and friends for their encouragement, assistance, and moral support throughout this journey. Finally, my heartfelt appreciation goes to my beloved husband, children, parents, and family members for their endless prayers, patience, understanding, sacrifices, and unwavering support. Their love and encouragement gave me the strength to persevere and complete this thesis.iv APPROVAL I certify that an Examination Committee has met on (viva date) to conduct the final examination of (candidate’s name), on his / her thesis entitled ‘Title of Thesis’ in accordance with the regulations approved by the Senate of Universiti Sultan Zainal Abidin. The Committee recommends that the candidate be awarded the relevant degree, and it has been accepted by the Senate of Universiti Sultan Zainal Abidin as fulfilment of the requirements for the (insert the name of the degree). The members of the Examination Committee are as follows: Professor Name of Faculty Universiti Sultan Zainal Abidin (Chairperson) Associate Professor Name of Faculty Universiti Sultan Zainal Abidin (Internal Examiner) Name of External Examiner, PhD Title (e.g., Professor / Associate Professor / Ir.; omit if irrelevant) Name of Faculty Name of University (External Examiner) Associate Professor Is. Dean of Graduate School Universiti Sultan Zainal Abidin Date:v DECLARATION BY CANDIDATE I hereby declare that the thesis is based on my original work except for quotations and citations, which have been duly acknowledged. I also declare that it has not been previously or concurrently submitted for any other degree at Universiti Sultan Zainal Abidin or other institutions. Name of Candidate: (Candidate name) Date : (XX/XX/2023)vi DECLARATION BY Choose an item. This is to confirm that: The research conducted and the writing of this Choose an item. was under Choose an item. supervision. Signature : Name of Main Supervisor : Faculty :vii TABLE OF CONTENT Page ABSTRAK i ABSTRACT ii ACKNOWLEDGEMENT iii APPROVAL iv DECLARATION BY CANDIDATE v DECLARATION BY vi TABLE OF CONTENTS vii LIST OF TABLES xi LIST OF FIGURES xii LIST OF APPENDICES xiv LIST OF ABBREVIATIONS xv LIST OF SYMBOLS xvii CHAPTER 1 INTRODUCTION 1 1.1 Introduction 1 1.2 Background of the Study 1 1.3 Statement of the Problem 7 1.4 Purpose of the Study 10 1.5 Research Objectives 10 1.6 Research Questions 11 1.7 Research Hypothesis 12 1.8 Limitations of the Study 12 1.9 Significance of the Study 14 1.10 Operational Definitions 16 1.11 Chapter Summary 19viii CHAPTER 2 LITERATURE REVIEW 19 2.1 Introduction 19 2.2 ICT Integration in Educational Settings 20 2.3 Technology Integration in ESL Elementary Classrooms 22 2.4 Barriers and Challenges Associated with Teacher Technology Use 25 2.5 The Unified Theory of Acceptance and Use of Technology (UTAUT) 27 2.5.1 UTAUT’S Alignment to this Study 28 2.5.2 Constructs of the UTAUT 30 2.5.3 Justification for Using UTAUT in the Current Study 32 2.6 Theoretical Framework 33 2.7 Conceptual Framework 35 2.8 Empirical Studies of Teachers’ Technology Acceptance Based on 37 UTAUT 2.9 Chapter Summary 41 CHAPTER 3 METHODOLOGY 42 3.1 Introduction 42 3.2 Research Approach 43 3.3 Research Design 44 3.4 Population 45 3.5 Sample Size and Sampling Method 46 3.6 Selection Criteria 48 3.7 Research Instrument 49 3.8 Pilot Study 52 3.8.1 Content Validity 53ix 3.8.2 Reliability 54 3.9 Research Procedures 56 3.10 Data Collection Procedures 58 3.11 Data Analysis Procedures 61 3.12 Chapter Summary 64 CHAPTER 4 RESULTS AND DISCUSSION 65 4.1 Introduction 65 4.2 Respondents’ Demographic and Technology- Use Profiles 66 4.3 Perceived Levels of the UTAUT Constructs and Behavioural Intention 79 4.3.1 Effort Expectancy 79 4.3.2 Performance Expectancy 84 4.3.3 Social Influence 88 4.3.4 Facilitating Conditions 92 4.3.5 Behavioural intention 96 4.3.6 Summary 100 4.4 The Relationship Between UTAUT Predictor Constructs and 101 Elementary ESL Teachers’ Behavioural Intention to Use Technology in National Primary Schools in Kuala Terengganu District 4.5 Predictors of Elementary ESL Teachers’ Behavioural Intention to Use 105 Technology 4.6 Conclusion 111 CHAPTER 5 CONCLUSION AND RECOMMENDATIONS 112 5.1 Introduction 112