Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China
Abstract
Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.
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Self-reported technological literacy predicts learners' effort to engage in technology-supported learning.
“In general, self-reported technological literacy has been demonstrated to predicts learners' effort to engage in technology-supported learning [8,13,14], which implies positive attitudes towards using the technology.”
From An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence (2020) · cites this paper as [8]
The findings are generally congruent with studies related to the theory of planned behavior and the technology acceptance model in educational contexts.
“The findings are generally congruent with studies related to TPB and technology acceptance model in educational context [8,14,15,36].”
From An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence (2020) · cites this paper as [8]
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- Authors
- Mei, B., Brown, G. T. L., & Teo, T.
- Affiliations
- University of Auckland (NZ)
- University of Macau (MO)
- Corresponding author
- Mei, Bing
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 2017-03-23
- Volume
- 56
- Issue
- 1
- Pages
- 74-104
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W2598897195
- Cited by
- 168
- References
- 86
- Citations by year
- 2026: 11 · 2025: 13 · 2024: 32 · 2023: 24 · 2022: 31 · 2021: 23 · 2020: 12 · 2019: 11 · 2018: 8 · 2017: 3
- FWCI
- 17.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Computing Research (publishedVersion)
- Murdoch University Research Portal (submittedVersion)
- ResearchSpace (University of Auckland) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- computer-assisted language learning, Web 2.0, technology acceptance, technology acceptance model, technological pedagogical content knowledge, facilitating conditions, intention to use, teacher professional development, China
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