Examining the role of technology-related policy and constructivist teaching belief on English teachers' technology acceptance : A study in Chinese universities

This large scale study investigated the influences that technology-related policies and teachers' constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (...

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Bibliographic Details
Published in:British journal of educational technology 2021-01, Vol.52 (1), p.441-460
Main Authors: Huang, Fang, Teo, Timothy
Format: Article
Language:English
Subjects:
China
College Faculty
Constructivism (Learning)
constructivist teaching belief
Cultural Context
Educational Policy
English (Second Language)
English teachers
Higher education
Intention
Language Teachers
policy
Policy implementation
Second Language Instruction
Second Language Learning
Self Efficacy
Teacher Attitudes
Teacher beliefs
Teacher Educators
Teachers
Teaching
Teaching Methods
Technological Literacy
Technology acceptance
Technology Acceptance Model
Technology Integration
Technology utilization
Universities
Usability
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Summary:This large scale study investigated the influences that technology-related policies and teachers' constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers' intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers' behavioural intention. Overall, the research model explained 69% of variance of teachers' intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators. [Author abstract]
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.13027