Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach
Abstract
This study examines EFL (English as a foreign Language) teachers’ technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the technology acceptance model (TAM). Descriptive statistics showed that among TPACK variables, technological pedagogical knowledge possessed the highest mean score. In terms of TAM, EFL teachers scored continuous usage (CU) highest, therefore implying that they were keen to use MALL in their lessons. The partial least square approach was applied to identify structural relationships between the proposed variables; it revealed that TPACK significantly affected both perceived ease of use (PEU) and perceived usefulness (PU). Furthermore, PEU significantly affected PU, which was shown to have a significant effect on both attitude toward use (ATU) and CU. The mediation effects of PU on the relationship between PEU and ATU, as well as CU, were also confirmed. Hence, TPACK was critical to MALL's adoption, and its PU was pivotal to teachers’ attitudes toward and continued use of it.
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Hsu and Joo et al. found that perceived ease of use, perceived usefulness, and technology acceptance can be predicted by teachers' TPACK in educational technology adoption.
“Studies such as Hsu [39] and Joo et al. [33] have found that perceived ease of use, perceived usefulness, and technology acceptance can be predicted by teachers' TPACK in educational technology adoption.”
From Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust (2024) · cites this paper as [39]
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- Authors
- Hsu, L.
- Affiliations
- National Kaohsiung University of Hospitality and Tourism (TW)
- Corresponding author
- Hsu, Liwei
- ORCID
- Hsu, Liwei
- Venue
- Computer Assisted Language Learning
- Publisher
- Informa UK Limited
- Published
- 2016-11-16
- Volume
- 29
- Issue
- 8
- Pages
- 1287-1297
- ISSN
- 0958-8221 (ISSN-L)
- 1744-3210
- OpenAlex
- W2578039676
- Cited by
- 164
- References
- 83
- Citations by year
- 2026: 10 · 2025: 14 · 2024: 20 · 2023: 28 · 2022: 28 · 2021: 32 · 2020: 10 · 2019: 14 · 2018: 5 · 2017: 3
- FWCI
- 16.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computer Assisted Language Learning (publishedVersion)
- Funders
- Ministry of Science and Technology, Taiwan (105-2511-S-328-001-MY2)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- technological pedagogical content knowledge, TPACK, mobile-assisted language learning, technology acceptance model, EFL teachers, in-service teachers, perceived usefulness, perceived ease of use, attitude toward using, technology adoption, mediating effect
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