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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

Mei, B., Brown, G.T.L. and Teo, T.ORCID: 0000-0002-7552-8497 (2018) 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. Journal of Educational Computing Research, 56 (1). pp. 74-104.

Link to Published Version: https://doi.org/10.1177/0735633117700144
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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.

Item Type: Journal Article
Publisher: Baywood Publishing
Copyright: © 2018 by SAGE Publications
URI: http://researchrepository.murdoch.edu.au/id/eprint/46701
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