In the Kingdom of Saudi Arabia (KSA), Telegram is one of the most popular social media networks. A deeper knowledge of the numerous elements influencing the intention of English as a Foreign Language (EFL) instructors to use Telegram could aid researchers and producers of educational technology in developing more effective and acceptable telegram technology. This study investigates the factors influencing EFL teachers' intentions to utilize Telegram for educational purposes in Saudi Arabia, given the increasing popularity of Telegram's use in education. To validate the measures and proposed research approach, 257 EFL educators were polled. A self-reporting questionnaire was used to collect data, which was then analyzed using structural equation modeling. Overall, the suggested research model explained 72% of the variance in the intentions of English teachers to use Telegram in the KSA. The regression analysis results revealed that subjective norms and self-efficacy, perceived ease of use, and perceived usefulness had indirect effects on the intentions of EFL teachers to use Telegram. Subjective norms influenced perceived usability, which positively increased perceived utility. It was discovered that self-efficacy strongly influences perceived usability but not perceived utility. The views of EFL teachers have a direct impact on their desire to use Telegram. In addition, perceived usefulness moderately influenced EFL teachers' plans to utilize Telegram. This study concluded that the perceived ease of use and utility predicted EFL teachers' intentions to embrace Telegram, with attitudes about Telegram functioning as a moderating variable. In addition, this paper discusses the ramifications for academics and policymakers. Finally, the study's future scope and limitations are examined.
Hamed Ali AL-Shahrani (Sun,) studied this question.