Understanding Technical Students’ Acceptance of Youtube-Based Arabic Learning Via E-Kalam Using the Technology Acceptance Model (TAM)

Abstract

This study investigates undergraduate students’ acceptance of e-Kalam: Arabic Made Easy, a YouTube-based digital learning platform designed to support Arabic listening and speaking skills, using the Technology Acceptance Model (TAM). A quantitative survey design was employed, involving 111 students enrolled in Arabic Level 1 at Universiti Teknikal Malaysia Melaka (UTeM). Data was analysed using reliability analysis, descriptive statistics, Pearson correlation, and multiple regression. The findings demonstrate excellent internal consistency across all TAM constructs, with Cronbach’s alpha values ranging from 0.932 to 0.974. Descriptive results indicate high levels of student acceptance in terms of perceived usefulness, perceived ease of use, attitude toward use, behavioural intention, and actual use. Correlation analysis revealed strong positive relationships among all TAM variables, supporting the model's theoretical structure. However, multiple regression analysis showed that attitude toward use was the only significant predictor of behavioural intention, whereas perceived usefulness and perceived ease of use were not significant once attitude was controlled for. These results highlight the central role of affective engagement in sustaining students’ intention to continue using YouTube-based Arabic learning platforms. The study extends the application of TAM to the underexplored context of Arabic listening and speaking instruction and offers practical insights for designing engaging, learner-centred digital language learning environments.