Factors Affecting Chinese English as a Foreign Language Teachers' Technology Acceptance: A Qualitative Study

Autor/inn/en	Huang, Fang; Teo, Timothy; Zhou, Mingming
Titel	Factors Affecting Chinese English as a Foreign Language Teachers' Technology Acceptance: A Qualitative Study
Quelle	In: Journal of Educational Computing Research, 57 (2019) 1, S.83-105 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117746168
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; College Faculty; Teacher Attitudes; Language Teachers; Educational Technology; Positive Attitudes; Age Differences; Teaching Methods; Faculty Development; Technology Integration; Foreign Countries; Time Management; Technological Literacy; Student Motivation; Teaching Experience; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Lehrerverhalten; Language teacher; Sprachunterricht; Unterrichtsmedien; Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Zeitmanagement; Technisches Wissen; Schulische Motivation
Abstract	This article explores Chinese English as a Foreign Language (EFL) teachers' attitudes toward technology use and the factors that influence their technology acceptance. A qualitative study was conducted with data obtained from semistructured, in-depth interviews of 14 university teachers from six provinces. The interview data revealed that Chinese EFL teachers generally maintained a positive attitude toward technology use in teaching. Facilitating conditions driven by modernization, perceived usefulness, subjective norm, and technology mania are major factors influencing their technology acceptance. It is worth noticing that the degree of reliance on technology varied in terms of age and experience. Overall, the findings were consistent with previous studies, while leading to a broader and deeper understanding of technology acceptance theories by analyzing contextual and cultural phenomenon in China. Implications for future research and suggestions to improve Continuing Professional Development were provided in order to promote technology integration among Chinese teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01