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Abstract
Smart classrooms have recently been used in English as a Foreign Language (EFL) classes due to their outstanding advantages compared to traditional ones. There is an ongoing debate over digital applications or specialized software in classrooms to optimize language teaching and learning. However, little research has been conducted on exploiting Smartclass (SC) software in EFL classes at the tertiary level. Thus, this action research addresses this gap by exploring teachers’ and students’ perspectives on utilizing SC software in EFL classes based on the Technology Acceptance Model (TAM) (Davis, 1989). Data were collected from (1) survey questionnaires with 145 English-major students, (2) two focus group interviews (six students/group), and (3) reflections in the forms of guided diaries and a group discussion among five teachers. With the focus on the perceived ease of use and attitude toward using constructs of TAM model, the study shed light on the impacts of SC software on promoting learners' engagement, motivation, autonomy, and interaction in EFL classes. In addition, great emphasis has been placed on the specific roles and skills of teachers and students with SC software. Theoretical contributions, pedagogically practical implications and suggestions for further studies were also discussed.
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