Mapping Pharmacy Students’ Acceptance of Technology in English Learning: A UTAUT-Based Descriptive Analysis
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Abstract
The integration of technology into English language education has gained increasing attention in higher education, particularly in specialized fields such as Pharmacy, where students are expected to engage with disciplinary knowledge and professional communication in English. This study examined Pharmacy students’ acceptance of technology in English learning by using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a descriptive analytical framework. The study employed a quantitative descriptive survey design and involved 100 students from the Faculty of Pharmacy at Megarezky University who had taken or were taking English or English Pharmacy courses. Data were collected through a closed-ended questionnaire based on five UTAUT constructs: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Behavioral Intention. The data were analyzed using descriptive statistics, including minimum and maximum scores, mean, standard deviation, and frequency distribution. The findings showed that students reported high levels of acceptance across all constructs. Effort Expectancy emerged as the strongest construct, followed by Social Influence and Facilitating Conditions, while Performance Expectancy appeared as the lowest, although it remained in a positive category. Behavioral Intention was also high, indicating that students showed a strong intention to continue using technology in English learning. These findings indicate that Pharmacy students are generally prepared to engage with technology-supported English learning. At the same time, lecturers need to strengthen students’ perception of the direct usefulness of technology for developing discipline-specific English skills. This study contributes to the literature on technology integration in English for Specific Purposes, particularly English for Pharmacy, and offers practical implications for the design of technology-enhanced instruction.
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