Modeling EFL teachers' behavioural intention to use ICT and the influencing factors in Chinese TVET colleges

Abstract

In China, higher vocational education comprises a part of Technical and Vocational Education and Training (TVET). It is widely acknowledged that English as a Foreign Language (EFL) teaching should optimise Information Communication Technology (ICT) integration in Chinese TVET colleges. The behavioural intention to use ICT (BIU) among EFL teachers provide significant challenges in terms of their ICT literacy and T-TPACK levels. Some teachers show a lack of willingness to accept ICT to use technology to improve language teaching. This study aimed to address the lack of research on EFL teachers’ T-TPACK and their BIU to use ICT. A quantitative survey was conducted involving 440 EFL teachers in Shandong TVET colleges, and the variables in this study included technology-dimensional TPACK and the relationships of influencing factors with EFL teachers’ BIU of ICT. The partial least squares structural equation model (PLS-SEM) was employed to analyse the relationships among the variables and verify the hypothesis. Based on TPACK and TAM, relationships between T-TPACK, the internal factors (perceived usefulness, perceived ease of use, attitudes towards ICT use), the external factors (ICT policy, training, infrastructure), and the BIU were analysed. The results revealed that there were significant relationships between the internal factors as well as the external ones with EFL teachers’ BIU. This implies that for successful ICT integration, educational institutions and government bodies must focus on improving both individual teacher attitudes and institutional support systems. ICT competition participation had a positive impact on EFL teachers’ T-TPACK levels and it was further analysed as a moderator to reveal the positive effect on T-TPACK-BIU and internal-BIU link. The finding suggests that such ICT-related activities should be encouraged as part of professional development. This study also contributes that the EFL teachers’ behavioural intention to use ICT needs external support and provides valuable references for ICT-related policymaking at Chinese TVET colleges.