The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance

Wang, Yongliang; Wang, Yongxiang; Pan, Ziwen; Martín, José Luis Ortega

doi:10.1007/s40299-023-00750-0

Cited by 57 publications

(14 citation statements)

References 61 publications

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“…The findings from our study have several important implications for the teaching of vocabulary in China. Firstly, the significance of perceived autonomy, competence, and relatedness underscores the need for educational approaches that empower learners [28,29]. Teachers and curriculum designers should integrate large language models into vocabulary teaching in ways that foster learners' sense of control, challenge, and connection to the learning content [30,31].…”

Section: Discussionmentioning

confidence: 99%

Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning

Wang,

Reynolds

2024

Education Sciences

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Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light of this, our study, integrating Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), employed Structural Equation Modeling (SEM) to investigate factors influencing 568 Chinese English learners’ use of large language models for vocabulary learning. Our findings identified six significant factors from those models—perceived autonomy, perceived competence, perceived relatedness, performance expectancy, effort expectancy, and social influence—that significantly shape learners’ intentions and behaviors towards utilizing large language models for vocabulary learning. Notably, effort expectancy emerged as the most influential factor, while facilitating conditions did not significantly impact usage intentions. This research offers insights for future curriculum design and policy formulation, highlighting the importance of understanding learners’ perspectives on technology use in education.

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Section: Discussionmentioning

confidence: 99%

Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning

Wang,

Reynolds

2024

Education Sciences

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“…A short glance at the existing literature indicates that several researchers worldwide [ 28 , [76] , [77] , [78] , [79] , [80] , [81] , [82] , [83] , [84] , [85] , [86] ] have looked into the role of positive teacher interpersonal behaviors in predicting students' behavioral, cognitive, and emotional engagement. Imlawi et al [ 77 ], for example, tested the influence of instructor credibility on students' course engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

Ding,

Wang

2024

Heliyon

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“…Digital literacy can influence teachers’ performances and developments. Information and communication technologies have been effective in every aspect of life, and as a result, many changes have occurred in different ways of doing our regular work ( Gao et al, 2022 ; Wang, 2023 ; Wang Y. L. et al, 2023 ; Wang et al, 2023a ). It is necessary for English teachers to be equipped with these skills to prepare for future jobs.…”

Section: Introductionmentioning

confidence: 99%

EFL teachers’ digital literacy: the role of contextual factors in their literacy development

Zhang¹

2023

Front. Psychol.

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IntroductionDigital technology can have significant effects on language education. This effect makes the English language teachers teach the subjects better to the students and also improves the quality of teachers’ education.MethodsThe purpose of this research is to evaluate the digital literacy of English language teachers and to investigate the difference between digital literacy and their gender, education level, and teaching experience. To conduct the study, the researcher invited 2,110 EFL teachers to fill out the Teachers’ Digital Literacy questionnaire. The researchers used SPPS and AMOS in analyzing the obtained data.ResultsThe results of the study indicated that teachers’ contextual factors do not influence their digital literacy skills. In addition, the study showed that teachers’ attitudes toward technology, their skill to use technology, and their access to technology can significantly affect teachers’ digital literacy.DiscussionImplications of the study are further discussed in this paper.

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The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance

Cited by 57 publications

References 61 publications

Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning

Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

EFL teachers’ digital literacy: the role of contextual factors in their literacy development

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