Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology

Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology

Despite a consensus that technologies facilitate English as a Foreign Language (EFL) teaching, Chinese EFL teachers are not using technologies at the optimal level of expectation. To address the problem of ineffective technology use, this study purports to delineate the interactions among three teac...

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Bibliographic Details
Main Authors: Meng Zhang, Sitong Chen
Format: Article
Language:English
Published: Taylor & Francis Group 2022-12-01
Series:Cogent Education
Subjects:
technological pedagogical content knowledge
english as a foreign language
computer assisted language learning
technology integration
attitudes towards technology
teacher professional development
Online Access:http://dx.doi.org/10.1080/2331186X.2021.2013396

Internet

http://dx.doi.org/10.1080/2331186X.2021.2013396

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