Factors That Influence Faculty’s Intentions to Integrate Social Media Applications into Language Courses

This quantitative study investigated factors that predict faculty’s intentions to integrate social media into language courses to facilitate student learning at four-year higher education institutions in the United States, using the Decomposed Theory of Planned Behavior (DTPB) framework. Data were collected via an online survey from faculty teaching foreign languages in four-year higher education institutions in the United States (N=135). A descriptive analysis of the faculty’s social media proficiency level was generally aligned with their use in courses. Collaborative authoring/editing tools and media-sharing tools were the most used, while microblogging and podcasting were the least used. The results of a path analysis revealed foreign language faculty’s attitudes as the strongest determinant of their intentions to integrate social media applications into language courses. The qualitative analysis of open-ended survey responses showed that the perceived usefulness of social media was driven by perceived benefits in increasing student engagement and making the class fun. Conversely, the most commonly reported barrier to using social media was the time required to prepare materials, followed by content appropriateness. In addition, peer influence was the determinant of subjective norm, while self-efficacy was the determinant of perceived behavioral controls, implying these two constructs indirectly influenced faculty’s intentions. Multiple regression analysis confirmed that faculty’s intentions towards using social media in language courses differ based on gender. The findings had significant implications for faculty teaching language courses, professional development programs, and curriculum design.