Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China. Issue 8 (17th November 2017)

• Record Type: Journal Article
• Authors: Liu, Haixia; Lin, Chin-Hsi; Zhang, Dongbo
• Is Part Of: Computer assisted language learning. Volume 30:Issue 8(2017)
• Page Start: 745
• Page End: 765
• Publication Date: 2017-11-17
• Subjects: Pedagogical beliefs -- perceived usefulness -- perceived ease of use -- attitude toward ICT -- constructivist beliefs -- transmissive beliefs -- Chinese EFL teachers; Language and languages -- Computer-assisted instruction -- Periodicals; 418.00285
• DOI: 10.1080/09588221.2017.1347572
• Languages: English
• ISSNs: 0958-8221

Abstract

ABSTRACT: Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers' pedagogical beliefs, and tests the revised model among university-level English-as-a-foreign- language (EFL) teachers in China. Specifically, the revised model examines how teachers' constructivist and/or transmissive pedagogical beliefs influence four key constructs of the TAM: perceived usefulness, perceived ease of use, attitude toward use, and intention to use. Survey data were collected from 202 Chinese EFL teachers and analyzed using path analysis. The revised model showed a good model fit. The results indicated that the sampled teachers' pedagogical beliefs were more constructivist-oriented than transmissive-oriented, and that the former type of beliefs had a significant positive influence on three of the above-mentioned TAM constructs (perceived usefulness, perceived ease of use, and attitude toward use). Teachers' transmissive pedagogical beliefs, on the other hand, did not have any significant impact on their attitudes toward information and communication technology (ICT) or their perceptions of its usefulness, though such beliefs did significantly affect their perceptions of how easy ICT was to use. Implications of these findings for teacher education and professional training are discussed.