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A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

Author

Listed:
  • Yi Xie

    (School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China)

  • Azzeddine Boudouaia

    (College of Education, Zhejiang University, Hangzhou 310058, China)

  • Jinfen Xu

    (School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China)

  • Abdo Hasan AL-Qadri

    (School of Humanities and Education, Xi’an Eurasia University, Xi’an 710199, China)

  • Asma Khattala

    (Department of English Language and Literature, Mohamed Lamine Debaghine Setif 2 University, Setif 19000, Algeria)

  • Yan Li

    (College of Education, Zhejiang University, Hangzhou 310058, China)

  • Ya Min Aung

    (Department of Teacher Education, Yankin Education College, Yangon 110-71, Myanmar)

Abstract

This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented.

Suggested Citation

  • Yi Xie & Azzeddine Boudouaia & Jinfen Xu & Abdo Hasan AL-Qadri & Asma Khattala & Yan Li & Ya Min Aung, 2023. "A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools," Sustainability, MDPI, vol. 15(5), pages 1-18, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:4307-:d:1083194
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    References listed on IDEAS

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    Cited by:

    1. Qian Xu & Azzeddine Boudouaia, 2023. "A Study on Technology Use for Sustainable Graduate Education Internationalization at Home: Chinese Teachers’ Experiences and Perspectives," Sustainability, MDPI, vol. 15(13), pages 1-21, July.
    2. Renzhong Peng & Qiqin Hu & Bochra Kouider, 2023. "Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context," Sustainability, MDPI, vol. 15(18), pages 1-19, September.
    3. Muhammad Farrukh Shahzad & Shuo Xu & Rimsha Baheer, 2024. "Assessing the factors influencing the intention to use information and communication technology implementation and acceptance in China’s education sector," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    4. Dan Sun & Azzeddine Boudouaia & Junfeng Yang & Jie Xu, 2024. "Investigating students’ programming behaviors, interaction qualities and perceptions through prompt-based learning in ChatGPT," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-14, December.

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