[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601534-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601534-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","foreign-language-teachers-attitudes-towards-a-pre-designed-language-learning-system","Foreign Language Teacher's Attitudes Towards a Pre-designed Language Learning System","","After the pandemic ended, a Chilean state university’s foreign languages department contracted a Canadian company to deploy a pre-designed language learning system (PLLS) used by both teachers and students. The platform offered activities targeting all four language skills, including pronunciation practice via AI-based voice recognition. This study investigates 17 university teachers’ attitudes toward using the PLLS resources, activities, and assessments in communicative English and German courses using a mixed-method design.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/foreign-language-teachers-attitudes-towards-a-pre-designed-language-learning-system/601534/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/foreign-language-teachers-attitudes-towards-a-pre-designed-language-learning-system/601534.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the pre-designed language learning system (PLLS) used in this study?","Question",{"text":62,"@type":63},"The PLLS is a platform implemented by a Canadian company for a Chilean state university, providing activities for all four language skills, including AI-based pronunciation practice via voice recognition.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the researchers assess teachers’ attitudes toward the PLLS?",{"text":67,"@type":63},"The study used a mixed-method approach: a survey grounded in the Technology Adoption Model (TAM) and individual interviews, with descriptive statistics for survey results and content analysis for qualitative data.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the overall findings about teachers’ attitudes?",{"text":71,"@type":63},"Teachers’ attitudes were generally neutral to negative, reporting low perceived ease of use and usefulness, difficulties with navigation and fit to teaching styles, and concerns about technical problems, increased workload, and impacts on motivation and learning outcomes.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601534,1792273875,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Foreign Language Teacher's Attitudes Towards a Pre-designed  \nLanguage Learning System  \nRoxana Rebolledo Font de la Vall 1 , Candy Veas Faundez 2  \n1 Universidad de Playa Ancha, Chile, [roxana.rebolledo@upla.cl](roxana.rebolledo@upla.cl) , [https://orcid.org/0000-0002-8378-7683](https://orcid.org/0000-0002-8378-7683)[ ](https://orcid.org/0000-0002-8378-7683)2 Universidad de Playa Ancha, Chile, [cveas@upla.cl](cveas@upla.cl) , [https://orcid.org/0009-0004-3675-6528](https://orcid.org/0009-0004-3675-6528)  \nABSTRACT  \nOnce the pandemic concluded, the Foreign Languages Department of a Chilean state university hired a Canadian company to implement a pre-designed language learning system (PLLS) . This platform was to be used by all teachers and students, as it contained various activities to develop all four language skills, including pronunciation practice through AI-based voice recognition. This study explores the attitudes of 17 university teachers towards using these pre-elaborated resources, activities, and assessments in their communicative English and German courses. A mixed-method approach was used, involving a survey based on the Technology Adoption Model (TAM) and individual interviews. Descriptive statistics were obtained from the survey responses, and qualitative data were analysed using content analysis techniques.  \nThe results indicate that teachers' attitudes towards the PLLS were generally neutral to negative. Instructors expressed their concerns about the system's pre-designed content and perceived functionality. Perceived ease of use and usefulness were rated low, reporting difficulties in navigation and alignment with their teaching styles. Perceived enjoyment received the lowest rating, mentioning issues such as disconnected content and lack of progressive structure. Qualitative data revealed technical problems, increased workload, and concerns about the system's impact on student motivation and learning outcomes. While some positive aspects were noted, the overall attitude towards the PLLS was predominantly negative, highlighting the need for better alignment with pedagogical goals and improved implementation strategies.  \nKEYWORDS: Teacher attitudes, pre-made language learning system , PLLS, technology acceptance model, TAM, Foreign languages.  \n1 INTRODUCTION  \nInvestigation in the field of educational technology has long established the central role that teachers play in driving the adoption or rejection of new technologies for supporting learning processes (Alowayr, 2022; Alsharida et al. , 2021; Granić & Marangunić, 2019; Motaghian et al. , 2013) . It is generally accepted that positive attitudes towards technological advancements are a precise predictor of the adoption of these new resources for learning and teaching (Huynh & Nguyen, 2021; Kaushik & Agrawal, 2021; Mousa et al. , 2020; Teo et al. , 2018) .  \nIn teacher attitude research, the relationship between having a favourable disposition towards an idea or object and implementing pedagogical practices consistent with this viewpoint has been emphasised (Taimalu & Luik, 2019) . Teacher attitudes are studied because they constitute an important element within teacher cognition (Njiku et al. , 2019) . They are usually based on beliefs and are understood as mediated by their previous experiences and the social environment that individuals have encountered in their personal and professional lives. Thus, exploring attitudes is a relevant focus of the investigation since they represent learned predispositions to respond favourably or negatively concerning a particular idea or object (Fishbein & Ajzen, 1975 as cited in Davis, 1989, p. 320) .  \nIn the field of language teaching, previous research has shown that acceptance of technology is closely related to instructors'favourable tendencies towards the tools proposed by designersand developers (Fearnley & Amora, 2020; Lavidas et al. , 2022) . In  \nthe teaching and learning of English as a second or foreign l","cbCaik7nevJ5O7jo","https://ap.wps.com/l/cbCaik7nevJ5O7jo","pdf",364221,"English","# Abstract\n# Introduction\n## Research questions\n## Technology Adoption Model (TAM): Origins, versions and critique","[{\"question\":\"What is the pre-designed language learning system (PLLS) used in this study?\",\"answer\":\"The PLLS is a platform implemented by a Canadian company for a Chilean state university, providing activities for all four language skills, including AI-based pronunciation practice via voice recognition.\"},{\"question\":\"How did the researchers assess teachers’ attitudes toward the PLLS?\",\"answer\":\"The study used a mixed-method approach: a survey grounded in the Technology Adoption Model (TAM) and individual interviews, with descriptive statistics for survey results and content analysis for qualitative data.\"},{\"question\":\"What were the overall findings about teachers’ attitudes?\",\"answer\":\"Teachers’ attitudes were generally neutral to negative, reporting low perceived ease of use and usefulness, difficulties with navigation and fit to teaching styles, and concerns about technical problems, increased workload, and impacts on motivation and learning outcomes.\"}]","Foreign Language Teacher's Attitudes Towards a Pre-designed Language Learning System | PDF",1792092805,25]