Abstract
This study assesses the user experience (UX) of Microsoft Teams as an Information and Communication Technology (ICT) tool for English as a Foreign Language (EFL) education in a Preparatory Year Program (PYP) at a Saudi Arabian university. A quantitative research approach was employed, utilising a validated User Experience Questionnaire (UEQ) adapted from existing literature. Three hundred students participated in the online survey. Exploratory and confirmatory factor analyses were used to validate the instrument. Structural equation modelling (SEM) was used to analyse the relationships among user experience elements: Attractiveness, Dependability, Novelty, Simulation, Efficiency and Perspicuity. Exploratory analysis revealed a four-factor model as opposed to the original six-factor model. Second-order confirmatory factor analysis indicated that Attractiveness contributed the most to user experience, followed by Dependability, Stimulation and Novelty in decreasing magnitude. Structural analysis using SEM indicated that Dependability and Stimulation had a statistically significant influence on Attractiveness, while Novelty did not. In addition, Dependability had a statistically significant influence on Novelty and Stimulation. Further, Novelty had a statistically significant influence on Stimulation. Finally, campus type (gender) and years of experience using ICT had statistically significant influence on Attractiveness, Dependability, Stimulation and Novelty. The findings of this study will inform university policymakers and lecturers on interventions that can be used to enhance the EFL user experience of Microsoft Teams, which is widely used in Saudi Arabian universities.
Keywords: User Experience (UX), Microsoft Teams, EFL, Saudi Arabia.