A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

Abstract

This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented.

A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives

“…The results indicate that the Sumy National Agricultural University is emphasizing the use of digital tools in its global activities and that its involvement in virtual international programs has enhanced academic mobility, guaranteed international standards for the quality of educational services and provided students with opportunities to gain international experience in the area of agrobusiness and research. In this regard, it can be said that technology has made virtual mobility a more environmentally sustainable alternative and suitable for students [4,16,17]. This relevance may be apparent in the facilitating of collaboration between students across borders through online means [19,22], thereby enhancing the dissemination of knowledge and hence enabling them to reach various platforms available at other academic institutions [20,21,28].…”

“…Additionally, participating in international collaborative research provides opportunities to develop winwin partnerships and address global issues in education [30,31]. The internationalization of education, the platform through which joint efforts yield greater results than those of their component parts, is one of the primary reasons why collaborations in research are so crucial [4,30,34]. It is possible that breakthroughs in problem-solving and new ideas will emerge from the interactions between scientists and individuals from other nationalities and cultures [1,4,35].…”

“…Under such conditions, the opportunities for students to cultivate their advanced cognitive and intercultural abilities are severely restricted. In this respect, officials in China's government are eager to strengthen the steps that have already been put in place to boost the diversity of the country's academic institutions [4]. Internationalization has become a strategic policy priority for many Chinese universities that are aspiring to become world-class in the upcoming decades [5].…”

“…There are a number of federal programs that offer financial assistance in the form of grants to colleges that are attempting to broaden their international presence [4][5][6]. The government "places a high premium on subversive technological developments" and "encourages Chinese research organizations to undertake cutting-edge research", according to the Communist Party of China's (CPC) Five-Year Plan.…”

“…This issue requires the attention of academics and researchers. However, as evidenced by the examination of existing research, little is known about teachers' perspectives on the use of technology for the sustainable internationalization of graduate education in China [4,9]. This study set out to fill that void, aiming to better understand teachers' experiences and perspectives on using technology in the sustainable internationalization of graduate education in China, the aspects that are supported by technology as part of the internationalization of graduate education in China and which aspects have a direct effect on the internationalization of graduate education.…”