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

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...

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Bibliographic Details
Published inJournal of educational computing research Vol. 56; no. 1; pp. 74 - 104
Main Authors Mei, Bing, Brown, Gavin T. L., Teo, Timothy
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2018
Subjects
Computer Assisted Instruction
English (Second Language)
Factor Analysis
Foreign Countries
Hypothesis Testing
Intention
Language Teachers
Path Analysis
Pedagogical Content Knowledge
Predictor Variables
Preservice Teachers
Questionnaires
Rating Scales
Second Language Instruction
Self Efficacy
Statistical Analysis
Structural Equation Models
Technological Literacy
Web 2.0 Technologies
China
technological pedagogical content knowledge model
technology acceptance
Web 2.0
computer-assisted language learning
preservice teachers
English as a foreign language
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Summary: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.
ISSN:0735-6331
1541-4140
DOI:10.1177/0735633117700144