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

Yi Xie, Azzeddine Boudouaia (), Jinfen Xu (), Abdo Hasan AL-Qadri, Asma Khattala, Yan Li and Ya Min Aung
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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

Sustainability, 2023, vol. 15, issue 5, 1-18

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.

Keywords: continuance intention; instruction; self-efficacy; teachers; technology (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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