Gao Yanjun, Wong Su Luan, Khambari Mas Nida Md, Noordin Nooreen Bt, Geng Jingxin, Bai Yun
School of Foreign Languages, Anyang Institute of Technology, Anyang 455000, China.
Department of Science and Technical Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia.
Behav Sci (Basel). 2023 Jul 27;13(8):624. doi: 10.3390/bs13080624.
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.
新冠疫情的意外爆发迫使全球大多数教师在未接受充分的在线教学准备和相关知识的情况下，将教学方式从传统的面对面教学转变为在线教学。为了更好地理解教师在全球危机期间进行应急远程教学的意愿，本研究旨在通过将研究背景设定在中国的英语教学环境中，考察教师的意图，特别是影响他们在线教学行为意图的因素。研究模型是在扩展技术接受模型（TAM）的基础上开发的，在原始TAM中加入了主观规范、自我效能感、技术复杂性和促进条件。数据通过在线问卷从总共287名受访者中获得，其中包括228名（79.4%）女教师和59名（20.6%）男教师。问卷是通过改编先前经过验证的工具而开发的，然后由两名教育技术专家进行完善，以更好地适用于当前研究。使用结构方程模型（SEM）的实证结果表明，扩展后的TAM在预测疫情常态化期间英语教师的在线教学意图方面是有效的。同时，研究结果表明，教师的意图受到态度、促进条件和自我效能感的显著影响；语言教师对在线教学的态度受到其感知有用性和感知易用性的显著影响；感知有用性与感知易用性和主观规范有显著关联；感知易用性受到自我效能感和促进条件的显著影响。感知有用性并非英语教师采用在线教学意图的显著决定因素。尽管存在一些局限性，但该研究从理论和实践的角度有若干启示。未来研究应从不同角度确定更多影响较大的因素。
