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<p>The goal of this study is to investigate the variables that may predict Serbian English as a foreign language (EFL) teachers’ acceptance of blogs for language learning purposes. Despite widespread support of the use of blog in EFL education, empirical research on EFL teachers' adoption of blog in Serbia is scarce. Building on the Technology Acceptance Model (TAM), this study extends the model by incorporating subjective norm (SN), referring to perceived social pressure from colleagues and important others, as a key external factor influencing blog acceptance. On the basis of the TAM, mutual relationships of six variables were examined: SN, attitude towards blog use, perceived usefulness, perceived ease of use, behavioural intention (BI), and actual use of blog in teaching practice (USE). Structural equation modelling was used for testing the hypothesized model with data obtained from 300 primary school EFL teachers in Serbia. The proposed model had a good fit for explaining EFL teachers' BI and USE, and accounted for 25.4% of the variance in USE and 70.9% of the variance in BI. The results highlight the substantial role of SN, which significantly influenced teachers’ perceptions of usefulness, ease of use, attitudes, and BI. The findings also reveal a gap between teachers’ intentions to use blog and their actual classroom use. These results suggest that social and contextual influences play an important role in technology adoption, while positive intentions may not ensure actual integration of blog into teaching practice. The implications for theory and practice are addressed.</p>

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Predicting the Use of Blog for Teaching English as a Foreign Language by Serbian Teachers

  • 期刊论文

  • 发表日期：

    2026年6月1日

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  • Verica Milutinović,
  • Timothy Teo,
  • Vera Savić

摘要

The goal of this study is to investigate the variables that may predict Serbian English as a foreign language (EFL) teachers’ acceptance of blogs for language learning purposes. Despite widespread support of the use of blog in EFL education, empirical research on EFL teachers' adoption of blog in Serbia is scarce. Building on the Technology Acceptance Model (TAM), this study extends the model by incorporating subjective norm (SN), referring to perceived social pressure from colleagues and important others, as a key external factor influencing blog acceptance. On the basis of the TAM, mutual relationships of six variables were examined: SN, attitude towards blog use, perceived usefulness, perceived ease of use, behavioural intention (BI), and actual use of blog in teaching practice (USE). Structural equation modelling was used for testing the hypothesized model with data obtained from 300 primary school EFL teachers in Serbia. The proposed model had a good fit for explaining EFL teachers' BI and USE, and accounted for 25.4% of the variance in USE and 70.9% of the variance in BI. The results highlight the substantial role of SN, which significantly influenced teachers’ perceptions of usefulness, ease of use, attitudes, and BI. The findings also reveal a gap between teachers’ intentions to use blog and their actual classroom use. These results suggest that social and contextual influences play an important role in technology adoption, while positive intentions may not ensure actual integration of blog into teaching practice. The implications for theory and practice are addressed.