Investigating Factors that Influence EFL Teachers' Adoption of Web 2.0 Technologies: Evidence from Applying the UTAUT and TPACK

The present study sought to investigate factors influencing Iranian EFL teachers' adoption of Web 2.0 technologies in light of the unified theory of acceptance and use of technology (UTAUT) and technological pedagogical content knowledge (TPACK) theoretical frameworks. A hypothesized structural...

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Bibliographic Details
Published inTESL-EJ (Berkeley, Calif.) Vol. 25; no. 1; pp. 1 - 21
Main Authors Mohammad-Salehi, Behrang, Vaez-Dalili, Mehdi, Tabrizi, Hossein Heidari
Format Journal Article
LanguageEnglish
Published Berkeley University of California, Publications Office 01.05.2021
TESL-EJ
Subjects
Adoption (Ideas)
Computer assisted language learning
Cultural Context
English (Second Language)
English as a second language instruction
English teachers
Expectation
Foreign Countries
Intention
Job Performance
Language Teachers
Pedagogical Content Knowledge
Private Schools
Second Language Instruction
Second language teachers
Social Influences
Technological Literacy
Technology Integration
Usability
Web 2.0
Web 2.0 Technologies
Iran
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Summary:The present study sought to investigate factors influencing Iranian EFL teachers' adoption of Web 2.0 technologies in light of the unified theory of acceptance and use of technology (UTAUT) and technological pedagogical content knowledge (TPACK) theoretical frameworks. A hypothesized structural model consisting of seven pertinent constructs based on UTAUT and TPACK was proposed. The study composed a cohort of 160 EFL teachers from private language institutes, who completed a questionnaire designed to collect data on acceptance of Web 2.0. Data analysis was performed to test the proposed model via structural equation modeling. Findings of the study indicated that performance expectancy (PE) and social influence (SI) had positive and direct influences on behavioral intention (BI) to use Web 2.0 technologies, while effort expectancy (EE) and TPACK did not affect BI significantly. Facilitating conditions (FC) and BI had positive and direct effects on use behavior (UB). Moreover, TPACK influenced PE and EE significantly. The current study moves our understanding of technology acceptance one step further by considering the factors influencing EFL teachers' adoption of Web 2.0 in Iran.
ISSN:1072-4303
1072-4303