Factors affecting EFL teachers' affordance transfer of ICT resources in China

• Published in: Interactive learning environments Vol. 30; no. 6; pp. 1044 - 1059
• Main Authors: Ma, Muqing, Chen, Jianlin, Zheng, Peiyun, Wu, Yue
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.07.2022; Taylor & Francis Ltd
• Subjects: affordances; behavioral intention; College Faculty; Educational Technology; EFL teachers; English (Second Language); English as a second language; English as a second language instruction; English teachers; Foreign Countries; Foreign language instruction; ICT resources; Influences; Intention; Language Teachers; Multivariate statistical analysis; Second Language Instruction; Second language learning; Second language teachers; Social factors; Social Influences; Structural equation modeling; Structural Equation Models; Teacher Attitudes; Teacher Behavior; Teachers; Technology Integration; Technology utilization; Universities; Usability; UTAUT; Value Judgment; China
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2019.1709210

Integrating technology into the foreign language classroom has been called for in recent decades, but the in-service teachers seem reluctant to respond actively. In order to bridge the gap between policies and practices, this study aims to investigate the factors affecting in-service EFL teachers' affordances transfer behavior of ICT resources in China, with the Unified Technology Acceptance and Use Theory (UTAUT) as the research framework. The research comprised a cohort of 585 EFL teachers from various universities in China, who undertook a questionnaire designed to measure their responses to the perceived affordances, social influence, facilitating conditions, behavioral intention and utilized affordance. Structural equation modeling was employed as an analytical technique for the proposed model in the study. Overall, the model accounted for 60% of the variance in the EFL teachers' behavioral intention and 35% of the variance in their utilized affordances. The findings of the study may illuminate future practices for successful technology integration in language teaching.