Examining the Role of Technology-Related Policy and Constructivist Teaching Belief on English Teachers' Technology Acceptance: A Study in Chinese Universities

Autor/inn/en	Huang, Fang; Teo, Timothy
Titel	Examining the Role of Technology-Related Policy and Constructivist Teaching Belief on English Teachers' Technology Acceptance: A Study in Chinese Universities
Quelle	In: British Journal of Educational Technology, 52 (2021) 1, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13027
Schlagwörter	Teacher Attitudes; Language Teachers; College Faculty; Constructivism (Learning); Technological Literacy; Self Efficacy; Teaching Methods; Educational Policy; Universities; Usability; Technology Integration; Cultural Context; Second Language Learning; Second Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Language teacher; Sprachunterricht; Fakultät; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; University; Universität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This large scale study investigated the influences that technology-related policies and teachers' constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers' intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers' behavioural intention. Overall, the research model explained 69% of variance of teachers' intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01