Understanding Hong Kong Primary School English Teachers' Continuance Intention to Teach with ICT

Autor/inn/en	Bai, Barry; Wang, Jing; Chai, Ching-Sing
Titel	Understanding Hong Kong Primary School English Teachers' Continuance Intention to Teach with ICT
Quelle	In: Computer Assisted Language Learning, 34 (2021) 4, S.528-551 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bai, Barry) ORCID (Wang, Jing) ORCID (Chai, Ching-Sing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1627459
Schlagwörter	Elementary School Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Technology Integration; Information Technology; Teaching Methods; Language Teachers; Faculty Development; Correlation; Teacher Attitudes; Pedagogical Content Knowledge; Intention; Structural Equation Models; Usability; Teacher Behavior; Help Seeking; Metacognition; Hong Kong + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Korrelation; Lehrerverhalten; Pädagogische Kompetenz; Teacher behaviour; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hongkong
Abstract	There has been an increasing concern on teachers' adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers' ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning perspective to propose a model -for investigating ESL teachers' continuance intention to use ICT in teaching. In the proposed model, motivational beliefs, ICT learning behaviors, facilitating conditions, and perceptions towards ICT use were put together to see how they worked together to influence continuance intention. Participants were 156 primary school ESL teachers in Hong Kong, who attended a teacher professional development program. Structural equation modeling showed that ICT self-efficacy and facilitating conditions were positively associated with continuance intention through perceptions (i.e. perceived ease of use and perceived usefulness). ICT anxiety had a negative effect, whereas interest had a positive effect on continuance intention. Growth mindset had a positive effect on continuance intention through learning of ICT (i.e. adaptive help seeking). Implications for teachers' professional development programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01