Explicating Relationships Among University EFL Teachers' Technological Pedagogical Content Knowledge (TPACK), Attitudes Toward Technology, and Technology Uses

• In Event: STEM Teacher Perceptions and Knowledge

Abstract

In spite of a consensus that technologies facilitate EFL teaching, Chinese EFL teachers are not using technologies at optimal level of expectation. To help address the problem of ineffective technology use, this study purports to delineate the interaction among three key teacher-related variables (i.e., TPACK, evaluation-based attitudes, affect-based attitudes towards technology) and two technology use variables (i.e., classroom-teaching technology, Internet-teaching technology). Data were collected from 261 EFL teachers at 17 universities in China via self-reported questionnaire and analyzed by a structural equation model. Results revealed that TPACK positively influenced uses of both classroom-teaching and Internet-teaching technology, and also related to teachers' evaluation-based attitudes. Evaluation-based attitudes positively affected classroom-teaching technology use while affect-based attitudes affected neither type of technology use.

Authors

• Meng Zhang, University of Macau

• Jianxia Du, University of Macau