The Implementation of E-Learning through the Concerns-Based Adoption Model (CBAM): EFL Teachers’ Experiences

Abstract

This present study aimed at exploring EFL teachers’ experiences of the e-learning implementation in classroom practices perceived from the Concerns-Based Adoption Model (CBAM). This research was a qualitative case study which involved two EFL teachers as the participants from whom the interview protocol was used to collect the data. The interview questions encompassed the participants’ experiences concerning the level of use (LoU) of the e-learning implementation, particularly during the remote teaching and learning contexts. The data were qualitatively analyzed and categorized by using the LoU behavioral categories. This study finally revealed that the participants had experienced some stages in using e-learning starting from constructing knowledge about e-learning until their planning to use e-learning for future innovations. In addition, there were several obstacles that the participants were dealing with while teaching English in their classrooms by using e-learning, such as poor network connection, lack of internet quota, and use of incompatible technological devices. Some implications on the teaching and learning process will be discussed