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

Autor/inn/en	Mei, Bing; Brown, Gavin T. L.; Teo, Timothy
Titel	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
Quelle	In: Journal of Educational Computing Research, 56 (2018) 1, S.74-104 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117700144
Schlagwörter	Foreign Countries; Preservice Teachers; Language Teachers; Second Language Instruction; English (Second Language); Computer Assisted Instruction; Intention; Web 2.0 Technologies; Technological Literacy; Pedagogical Content Knowledge; Hypothesis Testing; Structural Equation Models; Predictor Variables; Self Efficacy; Statistical Analysis; Factor Analysis; Rating Scales; Path Analysis; Questionnaires; China + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Technisches Wissen; Pädagogische Kompetenz; Hypothesenprüfung; Hypothesentest; Prädiktor; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Faktorenanalyse; Rating-Skala; Pfadanalyse; Fragebogen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01