Understanding English as a Foreign Language (EFL) Teachers’ Acceptance to Teach Online During Covid-19: A  Chinese Case

Gao, Yanjun; Wong, Su Luan; Khambari, Mas Nida Md.; Noordin, Nooreen

doi:10.6007/ijarbss/v11-i9/10856

Cited by 3 publications

(2 citation statements)

References 37 publications

(36 reference statements)

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“…College teachers of English as a foreign language (EFL) in China are being encouraged by national policies to make use of advanced technology so as to create authentic, language-rich learning environments in their teaching practice [6]. However, insufficient technical proficiency, as well as the lack of confidence in technology use, has negatively affected EFL teachers' efforts to embrace technology [7]. Previous literature has shown that Chinese EFL teachers were not enthusiastic about using technology in their classrooms [8].…”

Section: Introductionmentioning

confidence: 99%

Assessing the Relationship between English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Their Acceptance of Online Teaching in the Chinese Context

et al. 2022

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This quantitative study investigated the relationship between EFL teachers’ self-efficacy and their acceptance of online teaching in the Chinese context. One online questionnaire, including a self-efficacy scale and behavioral intention scale, was administrated to 293 university-level EFL teachers in China. The descriptive results indicated that EFL teachers at Chinese universities possessed a positive intention to adopt online teaching and relatively high self-efficacy in embracing online teaching. Correlational analyses showed that all four aspects of the self-efficacy of EFL teachers—student engagement, instructional strategies, classroom management, and computer ability—had significant correlations with their acceptance of online teaching. Meanwhile, based on the results of multiple linear regression analyses, EFL teachers’ efficacy in student engagement and instructional strategies were predictors of their intention to teach online. Self-efficacy in classroom management and computer ability did not influence EFL teachers’ acceptance of online teaching. An in-depth understanding of the relationship between self-efficacy and EFL teachers’ behavior and intentions can allow teachers and educators to improve their self-confidence and engagement in online teaching at a pedagogical level and identify patterns in teacher efficiency with respect to language at a theoretical level.

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Section: Introductionmentioning

confidence: 99%

Assessing the Relationship between English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Their Acceptance of Online Teaching in the Chinese Context

et al. 2022

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“…Due to their inadequate preparation for the emerging phenomenon of remote teaching, English language teachers faced new challenges in developing their online instructional skills in parallel with standard online courses [ 5 ]. Consequently, some English language teachers showed negative attitudes toward, or even refused to conduct, online teaching, which would definitely deteriorate online education quality [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting English Language Teachers’ Behavioral Intentions to Teach Online under the Pandemic Normalization of COVID-19 in China

Gao

Wong

Khambari

et al. 2023

Behavioral Sciences

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The unexpected outbreak of COVID-19 pandemic forced most teachers across the globe to switch their teaching from traditional face-to-face to online without having received adequate preparation and knowledge related to online teaching. To better comprehend teachers’ willingness to conduct emergency remote teaching during the worldwide crisis, the current study was designed to examine teachers’ intentions and, in particular, the factors affecting their behavioral intentions to teach online, by contextualizing the research in the English language teaching settings in China. The research model was developed based on an extended technology acceptance model (TAM) by adding subjective norm, self-efficacy, technological complexity, and facilitating conditions into the original TAM. The data were obtained from a total of 287 respondents including 228 (79.4%) female teachers and 59 (20.6%) male teachers via online questionnaires. The questionnaire was developed by adapting previously validated instruments and then refined by two educational technology experts in order to better suit the current study. The empirical findings, using structural equation modeling (SEM), showed that the extended TAM was valid in predicting English language teachers’ intentions to teach online during the pandemic normalization. At the same time, the findings suggested that teachers’ intentions were influenced significantly by attitude, facilitating conditions, and self-efficacy; language teachers’ attitude toward online teaching was significantly affected by both its perceived usefulness and perceived ease of use; perceived usefulness had a significant association with perceived ease of use and subjective norms; and perceived ease of use was significantly impacted by self-efficacy and facilitating conditions. Perceived usefulness was not suggested as a significant determinant of English language teachers’ intentions to adopt online teaching. Despite some limitations, the study has several implications from the perspective of theory and practice. The more factors with a higher influence should be determined from different perspectives in future research.

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A Ten-Year Bibliometric Analysis of E-Learning in English as a Foreign Language (EFL) Context

Chen

2023

International Journal of Information and Communication Technology Education

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This bibliometric study offers a comprehensive overview of e-learning research landscape in English as a foreign language (EFL) context, including the publication trend, country contributions and collaboration, productive authors and journals, and key topics of interest. Through a thorough review of 602 documents extracted from the Scopus database from 2013-2022 using VOSviewer, Excel, and Tableau, the study reveals a significant increase in e-learning publications since 2020, with China, Saudi Arabia, and Indonesia emerging as the leading contributors and collaborators. The study further identifies the most productive authors and journals and highlights six key topics, including the effectiveness of e-learning, learners' perceptions, mobile learning, e-education during COVID-19, Chinese EFL teachers, and teacher education. The study provides innovative insights for EFL practitioners, researchers, and policymakers, and contributes to the general knowledge about the hotspots and frontiers of literature in the e-learning landscape of the EFL context.

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Understanding English as a Foreign Language (EFL) Teachers’ Acceptance to Teach Online During Covid-19: A Chinese Case

Cited by 3 publications

References 37 publications

Assessing the Relationship between English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Their Acceptance of Online Teaching in the Chinese Context

Assessing the Relationship between English as a Foreign Language (EFL) Teachers’ Self-Efficacy and Their Acceptance of Online Teaching in the Chinese Context

Factors Affecting English Language Teachers’ Behavioral Intentions to Teach Online under the Pandemic Normalization of COVID-19 in China

A Ten-Year Bibliometric Analysis of E-Learning in English as a Foreign Language (EFL) Context

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