Explicating the Influences That Explain Intention to Use Technology among English Teachers in China

Autor/inn/en	Teo, Timothy; Huang, Fang; Hoi, Cathy Ka Weng
Titel	Explicating the Influences That Explain Intention to Use Technology among English Teachers in China
Quelle	In: Interactive Learning Environments, 26 (2018) 4, S.460-475 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1341940
Schlagwörter	Foreign Countries; Technology Uses in Education; Intention; English (Second Language); Second Language Instruction; Predictor Variables; Usability; Teacher Attitudes; Teacher Behavior; Self Efficacy; Computer Literacy; Appropriate Technology; Constructivism (Learning); Beliefs; Questionnaires; Structural Equation Models; Hypothesis Testing; Educational Technology; Influences; College Second Language Programs; College Faculty; Language Teachers; Factor Analysis; Maximum Likelihood Statistics; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Prädiktor; Lehrerverhalten; Teacher behaviour; Self-efficacy; Selbstwirksamkeit; Computerkenntnisse; Belief; Glaube; Fragebogen; Hypothesenprüfung; Hypothesentest; Unterrichtsmedien; Influence; Einfluss; Einflussfaktor; Fakultät; Language teacher; Sprachunterricht; Faktorenanalyse; Statistische Analyse
Abstract	Given the paradox between pervasive promotion of technology use in English teaching and lack of studies about teachers' technology acceptance in China, this study aims to examine intentions of English teachers in China to use technology in their classroom teaching. Based on the technology acceptance model, eight variables including perceived usefulness (PU), perceived ease of use (PEU), attitude toward use, behavioral intention (BI), computer self-efficacy (CSE), technology complexity (TC), facilitating conditions (FC), and constructivist teaching beliefs (CTBs) were incorporated to examine relationships among these variables. Data were collected from 183 English teachers at 5 Chinese universities via a self-report questionnaire and analyzed using a structural equation model. Results indicated that the proposed model has a good fit. Three variables--PU, FC, and CTBs were found to be significant predictors of attitude toward use, while PEU and TC were not. Additionally, PU, CSE, and CTBs are significant antecedents for teachers' BIs to use technology. This study contributed to the understanding of technology acceptance theories by contextualizing the current study to Chinese educational context. It also provided valuable references for technology-related policy-making and teachers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01