In-Service Teachers’Perceptions of Technology Integration in English as a Foreign Language Classrooms in China:A Multiple-Case Study  

作　　者：王瑾妍 Jinyan Wang(The Hong Kong Polytechnic University,Hong Kong SAR,China)

机构地区：[1]The Hong Kong Polytechnic University,Hong Kong SAR,China

出　　处：《ECNU Review of Education》2024年第2期333-356,共24页华东师大教育评论（英文）

摘　　要：Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.

关 键 词：English language teaching teacher perceptions teacher value beliefs technology acceptance model technology integration 

分 类 号：H31[语言文字—英语]