Understanding English teachers’ non-volitional use of online teaching: A Chinese study

Huang, Fang; Teo, Timothy; Guo, Jiayi

doi:10.1016/j.system.2021.102574

Cited by 59 publications

(61 citation statements)

References 50 publications

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“…The hypotheses of the research model are mostly supported. Consistent with the TAM and previous studies, perceived usefulness is related to university faculties' attitudes toward online teaching (Davis, 1989;Huang et al, 2021b;Khlaisanga et al, 2021), which further explains their intentions to adopt online teaching (Sánchez-Prieto et al, 2019). This indicated that when university faculties believe using technology is useful, such as enabling them to conduct teaching and administrative tasks even at the epidemic quarantine, they would form an opposite attitude toward technology use and this feeling directly leads to their technology adoption intentions.…”

Section: Discussionsupporting

confidence: 79%

“…With COVID-19 sweeping the world, technology integration in education has greatly aroused educational stakeholders' attention and discussion. To ensured continued teaching and learning, university faculties resorted to various synchronous online teaching tools such as Zoom, Microsoft Teams, and Tencent Classroom (Huang et al, 2021b). Although this drastic teaching-mode shift facilitates teachers' pedagogical design thinking on technology (Tsai and Chai, 2012), it brings great cognitive, emotional, and technical challenges to those who are not familiar with technology-enhanced teaching.…”

Section: Introductionmentioning

confidence: 99%

“…As the first country enforcing the COVID-19 pandemic lockdown, China was among the first to move from traditional classroom teaching to full online teaching under the initiative of "Suspending Classes without Stopping Learning" (Huang et al, 2021b). This drastic shift may bring about changes in university faculties' perceptions and present significant challenges for teachers' adaption to online teaching.…”

Section: Introductionmentioning

confidence: 99%

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Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Zhao

Жао

2021

Front. Psychol.

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Technology acceptance and usage become obligatory for people when their work modes change as a result of an unexpected but irresistible force. This is especially true for teachers who are reluctant technology adopters compared with their students. During the COVID-19 pandemic, the Chinese government issued national policies to enforce online teaching and learning. As the success of online teaching largely depends on university faculties' readiness and intentions, how they perceive and practice technology adoption becomes an issue that warrants in-depth research. Unlike their students who grow up with technology and can be seen as digital natives, university faculties may lack competence in using technology, whether to teach or do other tasks. Previous studies on faculties' technology adoption were all conducted in situations where they made volitional decisions to use technology, but their mandatory technology use received scant attention. In addition, although studies suggested that teachers demonstrated features of digital natives, it remains unknown whether or to what extent their digital nativity correlates with technology intentions. To address these research gaps, the current study examined Chinese university faculties' intentions to use technology for online teaching by incorporating digital nativity and computer self-efficacy as key determinants into technology acceptance variables. Results suggested that digital nativity was a key factor that affected university faculties' online teaching, as evidenced by the fact that 67% of the variance could be explained by perceived usefulness, attitudes and digital nativity. In addition, it was also found that computer efficacy significantly influenced perceived ease of use.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Zhao

Жао

2021

Front. Psychol.

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“…Teachers' collective responsibility was central to their collaborative professional development. As recent studies have highlighted, teachers' collective responsibility for student learning can be positively and significantly related to teachers' willingness to hold themselves accountable for collaborative and sustainable professional development, which can enhance students' academic success (c.f., Huang et al [40]; Laferrière et al [41]; Maclntyre et al [42]; Vo and Nguyen [43]; Zonoubi et al [44]). In more practical terms, since many language educators are struggling to adjust their teaching practices during this worldwide health crisis, building professional communities either online or face-to-face would be an effective way for them to work together to navigate their way through this constantly changing set of circumstances.…”

Section: Discussionmentioning

confidence: 99%

Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment

Choi

Chung

2021

Sustainability

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With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences.

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“…Also, an effective online foreign language class requires teachers to command solid pedagogical knowledge and skills in explicitly elaborating various language-related content, such as grammar, vocabulary, and cross-cultural information (Moorhouse et al, 2021). Moreover, it is found that the increasing popularity of online English learning in China demands an upgrading technological competency among Chinese EFL teachers (Huang et al, 2021).…”

Section: Online Foreign Language Educationmentioning

confidence: 99%

Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown

Zhang

Yang

2022

tpls

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The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning performance (learning engagement and outcomes) and teacher-student interactions (in-class interaction, after-class interaction, and teachers’ feedback about homework) and their overall satisfaction of the online EFL classrooms were lower than that of the other two groups. In addition, major concerns of the participants about online EFL teaching and learning were identified, such as students’ vision damage and inadequate self-discipline, lack of face-to-face communication, and unstable Internet connection. Through presenting and discussing the research findings, this study is expected to provide implications and insights for foreign language educators, learners, and parents worldwide in adapting to online classrooms during public crises.

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Understanding English teachers’ non-volitional use of online teaching: A Chinese study

Cited by 59 publications

References 50 publications

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Digital Nativity, Computer Self-Efficacy, and Technology Adoption: A Study Among University Faculties in China

Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment

Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown

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