The role of language teachers’ perceptions and attitudes in ICT integration in higher education EFL classes in China
Al-Nuaimi MN, Al-Emran M (2021) Learning management systems and technology acceptance models: A systematic review. Educ Inf Technol 26(5):5499–5533
Google Scholar
Alkhawaldeh N, Menchaca M (2014) Barriers to utilizing ICT in education in Jordan. Int J E Learn 13(2):127–155
Google Scholar
Alonzo D, Quimno V, Townend G, Oo CZ (2024) Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023). Educ Assess Eval Account 36(4):433–451
Google Scholar
Ardiç Ö, Çiftçi H (2019) ICT competence and needs of Turkish EFL instructors: the role of gender, institution and experience. Eurasia J Appl Linguist 5(1):153–173
Google Scholar
Aşık A, Köse S, Yangın Ekşi G, Seferoğlu G, Pereira R, Ekiert M (2020) ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Comput Assist Lang Learn 33(7):708–731
Google Scholar
Avidov-Ungar O, Amir A (2018) Development of a teacher questionnaire on the use of ICT tools to teach first language writing. Comput Assist Lang Learn 31(7):675–693
Google Scholar
Bagozzi RP (2007) The legacy of the technology acceptance model and a proposal for a paradigm shift. J Assoc Inf Syst 8(4):244–254
Google Scholar
Baker C (1992) Attitudes and language. Multilingual Matters, Bristol, PA
Barikzai S, Bharathi S V, Perdana A (2024) Challenges and strategies in e-learning adoption in emerging economies: a scoping review. Cogent Educ 11(1):2400415
Google Scholar
Baş G, Kubiatko M, Sünbül AM (2016) Teachers’ perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Comput Hum Behav 61:176–185
Google Scholar
Braun V, Clarke V (2006) Using thematic analysis in psychology. Qualitative Res Psychol 3(2):77–101
Google Scholar
Cai C (2016) Thinking about the Integration of Information Technology and Chinese Curriculum in Primary Schools. Guide Sci Educ 8(04):141–142
Google Scholar
Calafato R, Clausen T (2024) Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge. Comput Assisted Lang Learn, 1–19
Cao L, Rasul MS, Omar M (2023) The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review. Int J Learn Teach Educ Res 22(9):463–477
Google Scholar
Chambers A, Bax S (2006) Making CALL work: Towards normalisation. System 34(4):465–479
Google Scholar
Chen X, Shu D, Zhu Y (2021) Investigating in-service foreign language teachers’ beliefs about using information and communication technology. Asia Pac Educ Researcher 30:59–70
Google Scholar
Cheng EC, Koul R, Wang T, Yu H (2022) Artificial Intelligence in Education: Emerging Technologies, Models and Applications. Springer Nature, Singapore
Chiou YF (2011) Perceived usefulness, perceive ease of use, computer attitude, and using experience of Web 2.0 applications as predictors of intent to use Web 2.0 by pre-service teachers for teaching. Ohio University
Chun DM (2019) Current and future directions in TELL. J Educ Technol Soc 22(2):14–25
Google Scholar
Cukur HS (2023) Technology integration beliefs and practices of Turkish novice EFL teachers after online practicum. Turkish Online J Distance Educ 24(3):293–310
Google Scholar
Davis FD (1986) technology acceptance model for empirically testing new end-user information systems. Massachusetts Institute of Technology, Massachusetts
Davis FD, Bagozzi RP, Warshaw PR (1989) User acceptance of computer technology: A comparison of two theoretical models. Manag Sci 35(8):982–1003
Google Scholar
Demirci A (2009) How do teachers approach new technologies: Geography teachers’ attitudes towards Geographic Information Systems (GIS). Eur J Educ Stud 1(1):43–53
Deng F, Chai CS, Tsai C-C, Lee M-H (2014) The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. J Educ Technol Soc 17(2):245–256
Dressman M, Lee JS, Perrot L (2023) English Language Learning in the Digital Age: Learner-Driven Strategies for Adolescents and Young Adults. Wiley-Blackwell, Hoboken, NJ
Ekberg S, Gao S (2018) Understanding challenges of using ICT in secondary schools in Sweden from teachers’ perspective. Int J Inf Learn Technol 35(1):43–55
Google Scholar
Ertmer PA, Ottenbreit-Leftwich AT, Sadik O, Sendurur E, Sendurur P (2012) Teacher beliefs and technology integration practices: A critical relationship. Comput Educ 59(2):423–435
Google Scholar
Estrada JG, Prasolova-Førland E (2022) Improving adoption of immersive technologies at a Norwegian university. In 2022 8th international Conference of the immersive learning research network (iLRN). IEEE, Vienna, Austria
European C (2013) Survey of schools: ICT in education. Publications Office of the European Union
Eze NU, Obichukwu PU, Kesharwani S (2021) Perceived usefulness, perceived ease of use in ICT support and use for teachers. IETE J Educ 62(1):12–20
Google Scholar
Fishman JA (1970) Sociolinguistics: A brief introduction. Newbury House Language Series
Fraillon J, Ainley J, Schulz W, Friedman T, Gebhardt E (2014) Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report. Springer Nature, Cham
Fritz JJ, Miller-Heyl J, Kreutzer JC, MacPhee D (1995) Fostering personal teaching efficacy through staff development and classroom activities. J Educ Res 88(4):200–208
Google Scholar
Gwinn R, Krajbich I (2020) Attitudes and attention. J Exp Soc Psychol 86:103892
Google Scholar
Haines K (2015) Learning to identify and actualize affordances in a new tool. Lang Learn Technol 19(1):165–180
Google Scholar
Hasumi T, Chiu MS (2024) Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Educ 11(1):2346044
Google Scholar
Hofstede G (2001) Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Thousand Oaks
Hu Y, Li H (2018) Analysis of Factors Influencing the Use of Information Technology Teaching among Primary and Middle School Teachers. Adv Educ 8(04):427–436
Google Scholar
Hu Z, McGrath I (2011) Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching? Technol Pedagog Educ 20(1):41–59
Google Scholar
Hu Z, McGrath I (2012) Integrating ICT into College English: An implementation study of a national reform. Educ Inf Technol 17:147–165
Google Scholar
Huang L (2022) An empirical study of integrating information technology in English teaching in artificial intelligence era. Sci Program 2022(1):6775097
Jeyaraj A, Rottman JW, Lacity MC (2006) A review of the predictors, linkages, and biases in IT innovation adoption research. J Inf Technol 21(1):1–23
Google Scholar
Karahan F (2007) Language attitudes of Turkish students towards the English language and its use in Turkish context. Çankaya Univ J Arts Sci 1(7):73–87
Google Scholar
Kreijns K, Van Acker F, Vermeulen M, Van Buuren H (2013) What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Comput Hum Behav 29(1):217–225
Google Scholar
Legris P, Ingham J, Collerette P (2003) Why do people use information technology? A critical review of the technology acceptance model. Inf Manag 40(3):191–204
Google Scholar
Li X (2022) The Effectiveness of Mobile-Assisted Language Learning (MALL) Applications on the Spoken English Assessments in China’s Universities. J Psychol Res 12 (2):58–65
Li Y, Wang Q, Wu T, Zhang XH (2017) 中小学信息化教学关键影响因素的多维度比较研究[Factors influencing teachers’ use of technology for teaching in primary and middle schools: Multiple-dimension comparisons]. China Educational Technology 10:44–50
Li Z (2015) The Basic Problems on Integration of Information Technology and Curriculum. Educ Res 36(11):91–97
Google Scholar
Liu GL, Darvin R, Ma C (2024) Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning, 1–29,https://doi.org/10.1080/09588221.2024.2310288
Liu H, Lin CH, Zhang D (2017a) Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China. Comput Assist Lang Learn 30(8):745–765
Google Scholar
Liu H, Lin CH, Zhang D, Zheng B (2017b) Language teachers’ perceptions of external and internal factors in their instructional (non-) use of technology. In: Liu H, Lin CH, Zhang D, Zheng B (eds), Preparing foreign language teachers for next-generation education. IGI Global, Hershey, PA, pp 56–73
Liu H, Wang L, Koehler MJ (2019) Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China. Br J Educ Technol 50(5):2536–2556
Google Scholar
Luttrell A, Sawicki V (2020) Attitude strength: Distinguishing predictors versus defining features. Soc Personal Psychol Compass 14(8):e12555
Google Scholar
Lv B, Zhou D, Rong Z, Tian X, Wang J (2024) Effects of professional development program on primary science teachers’ ICT use in China: mediation effects of science teachers’ knowledge, beliefs and instructional practice. Disciplinary Interdiscip Sci Educ Res 6(1):11
Google Scholar
McGrath I (2007) Textbooks, technology and teachers. In: Alexander O (ed) New approaches to materials development for language learning. Peter Lang AG, Bern, pp 343–358
Moradi H (2014) Factors influencing the adoption of ICT in language teaching. Int J Instructional Technol Distance Learn 11(9):55–64
Google Scholar
Moradi H (2022) Emergent practices and material conditions in learning and teaching with technologies. Interact Learn Environ 30(7):1370–1372
Google Scholar
Moradi H, Chen H (2019) Digital storytelling in language education. Behav Sci 9(12):147
Google Scholar
Moradi H, Chen J (2022) Attitude-Behavior Relation and Language Use: Chinese-English Code-Switching and Code-Mixing Among Chinese Undergraduate Students. SAGE Open 12(4):1–18
Moradi H, Gupta D (2017) Social psychology of the language classroom. In Widodo HP, Wood A, Gupta D, Cheng W (eds), Asian English language classrooms: Where theory and practice meet. Routledge, New York, pp 216–232
Muth J, Lüftenegger M (2024) Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning. Sustainability 16(3):1337
Google Scholar
Nii Akai Nettey J, Osei Mensah R, Asafo-Adjei R, Adiza Babah P (2024) Analyzing the challenges basic school teachers face in integrating Information and Communication Technology into teaching and learning activities in a developing country. Cogent Educ 11(1):2364544
Google Scholar
Passafaro P (2020) Attitudes and tourists’ sustainable behavior: An overview of the literature and discussion of some theoretical and methodological issues. J Travel Res 59(4):579–601
Google Scholar
Peng R, Razak R, Halili S (2023) Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling. Humanit Soc Sci Commun 10(1):380
Google Scholar
Rød AJ, Calafato R (2023) Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school. Stud Educ Eval 79:101302
Google Scholar
Salokangas M, Wermke W, Harvey G (2019) Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control. Eur Educ Res J 19(4):329–350
Google Scholar
Scherer R, Siddiq F, Tondeur J (2019) The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Comput Educ 128:13–35
Google Scholar
Shahzad MF, Xu S, Baheer R (2024) Assessing the factors influencing the intention to use information and communication technology implementation and acceptance in China’s education sector. Humanit Soc Sci Commun 11(1):1–15
Google Scholar
Shin WS, Han I, Kim I (2014) Teachers’ Technology Use and the Change of Their Pedagogical Beliefs in Korean Educational Context. Int Educ Stud 7(8):11–22
Google Scholar
Teo T (2019) Students and teachers’ intention to use technology: Assessing their measurement equivalence and structural invariance. J Educ Comput Res 57(1):201–225
Google Scholar
Tondeur J, Van Braak J, Ertmer PA, Ottenbreit-Leftwich A (2017) Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educ Technol Res Dev 65:555–575
Google Scholar
Turner M, Kitchenham B, Brereton P, Charters S, Budgen D (2010) Does the technology acceptance model predict actual use? A systematic literature review. Inf Softw Technol 52(5):463–479
Google Scholar
Viberg O, Cukurova M, Feldman-Maggor Y, Alexandron G, Shirai S, Kanemune S, Wasson B, Tømte C, Spikol D, Milrad M (2024) What Explains Teachers’ Trust in AI in Education Across Six Countries? Int J Artif Intel Educ 1–29
Wang Y (2007) Information literacy that teachers need in the Information Age. Educ Technol Resour 1(2):13–15
Google Scholar
Wu D, Li CC, Zhou W-T, Tsai CC, Lu C (2019) Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pac Educ Rev 20(1):147–157
Google Scholar
Wu J, Du H (2012) Toward a better understanding of behavioral intention and system usage constructs. Eur J Inf Syst 21(6):680–698
Google Scholar
Wu X (2017) Higher education, elite formation and social stratification in contemporary China: Preliminary findings from the Beijing College Students Panel Survey. Chin J Sociol 3(1):3–31
Google Scholar
Yang C, Guo R, Cui Y (2023) What affects vocational teachers’ acceptance and use of ICT in teaching? A large-scale survey of higher vocational college teachers in China. Behav Sci 13(1):77
Google Scholar
Yang QF, Chang SC, Hwang G-J, Zou D (2020) Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students English vocabulary learning performance, anxiety and behaviors. Comput Educ 148:103808
Google Scholar
Zeng W (2022) An empirical research on China’s policy for ICT integration in Basic Education from 1988 to 2021. Educ Technol Res Dev 70(3):1059–1082
Google Scholar
Zhang Q (2012) The problems and countermeasures in the integration of information technology and curriculum. J Jiamusi Educ Inst 10(10):5–11
Google Scholar
link
