Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

Abstract

This study sought to understand whether and how a group of English as a foreign language (EFL) teachers in mainland China were ready for the emergency remote teaching triggered by the COVID-19 pandemic and explains the underlying mechanisms that influenced their readiness. The urgency of the sudden shift to online teaching during the COVID-19 pandemic necessitated teachers' acceptance and literacy of technologies, but so far, little study has touched on this area. Based on the Technology Acceptance Model and the Technological Pedagogical and Content Knowledge conceptual frameworks, a mixed-methods online survey was designed to collect data among 186 high school EFL teachers in China about four months after the governmental response plan of online teaching. The results show participants were overall affirmative in acceptance and knowledge, implying their general readiness for the ICT use in COVID-19 emergency remote teaching. However, there were pressing problems with integrating technology with pedagogy and subject teaching. This study extends previous research by helping understand teachers' most recent adoption of ICT during an unprecedented crisis, informing future ICT training, and predicting their future technological behaviour.

Students’ Error in Writing Descriptive Text in The Junior High School Viewed from Its Indicators

“…Writing is one of the four language skills taught in Junior High schools in Indonesia (Febriyanti et al, 2017;Sadeli, 2020;Widiyarto, 2017). According to the 2013 Curriculum, the EFL learning goal is to develop the students' knowledge of text's social function, text structure, and language elements (Almuhammadi, 2020;Li, 2021). Aside from the social function, text structure, and language element, they are trained to write a text focused on its indicators, namely, writing a suitable title, writing a topic sentence, developing the topic sentence into a coherent paragraph, arranging supporting sentences coherently, constructing grammatical sentences, using appropriate words or phrases, using correct mechanics (Khatoony & Nezhadmehr, 2020;Octaberlina & Muslimin, 2020;Shahani & Tahriri, 2015).…”

Covid-19 outbreak response: Tracing EFL teachers’ beliefs & practices of TPACK in teaching writing

“…In Wu and Wang's (2015) finding, some teachers employed ICT for commanding instruction, e.g., to show how to fill a worksheet. Li (2021) claimed that in terms of acceptance and knowledge, they were prepared to use ICT for emergency remote teaching during the COVID-19 outbreak. It also supported König et al's (2020) finding that as long as teachers do not conduct online formative evaluations, it will be difficult for them to analyze students' online learning requirements and develop effective lesson plans in the long term.…”

“…The research established a descriptively significant relationship between COVID-19, pandemic, education quality, teachers' TPACK framework, and the government's readiness to adopt distance/online learning. When the learning environment shifted from face-to-face to online, the government's efforts to improve the quality of teachers and ICT infrastructure enabled the impact of time training courses on teaching quality (Fuad, 2020;König, 2020;Li, 2021). Due to the COVID-19 pandemic, online education will become the standard at several educational institutions worldwide for an extended amount of time.…”

“…The instructional method is based on Information and Communication Technology (ICT). When asked to score themselves on the TPACK framework using the aforementioned EFL-TPACK assessments, teachers gave good marks (Hsu & Chen, 2021;Li, 2021). Emerging the TPACK framework is embedded within a particular discipline and context.…”

Socialization of The Google Docs Usage as a File Collaboration Media During Pandemic

“…Third, ICT as a learning system. Utilization of information technology or instructional computers and the internet for education and learning are: First, Learning about computers and the internet, namely computers can be used as learning objects, for example, computer science (Fitri & Putro, 2021;Li, 2021;Park et al, 2020). She was second, Learning with computers and the internet, namely information technology that facilitates learning by the applicable curriculum in schools (Das, 2020;Eugenia et al, 2013;Yuniarti, 2012).…”