THE ROLE OF CULTURAL IDENTITY AND LANGUAGE MOTIVATION IN MALAYSIAN STUDENTS' INTENTION TO USE ONLINE LANGUAGE LEARNING TOOLS

Abstract

This study examines the impact of cultural identity and language motivation on Malaysian students' intention to utilize online language learning tools. Using a quantitative approach, data were collected from 385 Malaysian university students through a structured questionnaire measuring cultural identity strength, language learning motivation, and behavioral intention to use online language learning platforms. The study employed the Technology Acceptance Model (TAM) integrated with Self-Determination Theory and Cultural Identity Theory. Multiple regression analysis revealed that cultural identity (β = 0.342, p < 0.001) and intrinsic motivation (β = 0.398, p < 0.001) significantly predicted students' intention to use online language learning tools, explaining 68.5% of the variance in behavioral intention. The findings indicate that students with stronger cultural identity demonstrate higher motivation to learn languages online, particularly for heritage language preservation and English proficiency enhancement. This research contributes to understanding the intersection of cultural factors and technology adoption in language education, providing insights for educators and policymakers in developing culturally responsive online language learning programs in Malaysia's multicultural context.