In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China

Many in-service ESL teachers have low interest in using technology in classrooms on account of complex internal and external factors. Thus, guided by Davis’s (1989) technology acceptance model and Borg’s (2003) language teacher cognition theory, this study, which uses a quantitative descriptive surv...

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Main Authors: Wei, Wenyang, Abdullah, Nur Surayyah Madhubala, Nordin, Nooreen
Format: Article
Published: Sciedu Press 2022
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author Wei, Wenyang
Abdullah, Nur Surayyah Madhubala
Nordin, Nooreen
author_facet Wei, Wenyang
Abdullah, Nur Surayyah Madhubala
Nordin, Nooreen
author_sort Wei, Wenyang
collection UPM
description Many in-service ESL teachers have low interest in using technology in classrooms on account of complex internal and external factors. Thus, guided by Davis’s (1989) technology acceptance model and Borg’s (2003) language teacher cognition theory, this study, which uses a quantitative descriptive survey, aims to further understand in-service middle school English as a second language (ESL) teachers' cognition in the use of technology in Dingxi city, China. The results show that in-service middle school ESL teachers have general positive cognition toward technology in their classrooms and that these teachers are high-level users of technology. The findings suggest that academic institutions can provide more decent technological support to in-service middle school teachers as this will cater to their needs in ESL teaching and learning.
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spelling upm.eprints-1019312023-10-03T08:52:02Z http://psasir.upm.edu.my/id/eprint/101931/ In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China Wei, Wenyang Abdullah, Nur Surayyah Madhubala Nordin, Nooreen Many in-service ESL teachers have low interest in using technology in classrooms on account of complex internal and external factors. Thus, guided by Davis’s (1989) technology acceptance model and Borg’s (2003) language teacher cognition theory, this study, which uses a quantitative descriptive survey, aims to further understand in-service middle school English as a second language (ESL) teachers' cognition in the use of technology in Dingxi city, China. The results show that in-service middle school ESL teachers have general positive cognition toward technology in their classrooms and that these teachers are high-level users of technology. The findings suggest that academic institutions can provide more decent technological support to in-service middle school teachers as this will cater to their needs in ESL teaching and learning. Sciedu Press 2022-12-21 Article PeerReviewed Wei, Wenyang and Abdullah, Nur Surayyah Madhubala and Nordin, Nooreen (2022) In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China. World Journal of English Language, 13 (1). pp. 254-262. ISSN 1925-0703; ESSN: 1925-0711 https://www.sciedupress.com/journal/index.php/wjel/article/view/22785 10.5430/wjel.v13n1p254
spellingShingle Wei, Wenyang
Abdullah, Nur Surayyah Madhubala
Nordin, Nooreen
In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title_full In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title_fullStr In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title_full_unstemmed In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title_short In-service middle school teachers' cognition in the use of technology in English as a second language (ESL) teaching and learning context in Dingxi City, China
title_sort in service middle school teachers cognition in the use of technology in english as a second language esl teaching and learning context in dingxi city china
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AT nordinnooreen inservicemiddleschoolteacherscognitionintheuseoftechnologyinenglishasasecondlanguageeslteachingandlearningcontextindingxicitychina