<![CDATA[Purpose This study describes senior high school students’ responses to the integration of audiovisual media in English as a Foreign Language (EFL) learning using four Technology Acceptance Model (TAM) constructs: perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATT), and behavioral intention (BI). Methods A concurrent triangulation mixed-methods design was employed with 300 Grade X and XI students from one public senior high school in Pontianak, Indonesia, recruited through purposive sampling. Quantitative data were collected using a 20-item four-point Likert questionnaire, while qualitative data were elicited through four open-ended questions. Descriptive statistics and hypothetical-mean categorization were integrated with thematic analysis through a joint display. Findings Overall, 68.3% of students were in the high-response category. The proportions in the high category were 89.3% for PU, 75.7% for PEOU, 80.7% for ATT, and 70.0% for BI. Qualitative findings showed that students valued audiovisual media for pronunciation, contextual vocabulary, and exposure to authentic accents, while unstable internet access, advertisements, and the need for subtitles remained practical constraints. The 10.7-percentage-point difference between the high ATT and BI categories is interpreted descriptively rather than causally. Research Implications The findings support more structured integration of audiovisual media accompanied by accessible infrastructure, scaffolding, and teacher guidance. Originality The study extends TAM-based EFL research by examining a broad category of audiovisual media among Indonesian secondary-school students and integrating quantitative acceptance patterns with students’ contextual experiences.]]>
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