Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign-language teaching in China
Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign-language teaching in China
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DOI：
10.1111/bjet.12824
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发表时间：
2019-09-01
影响因子：
6.6
通讯作者：
Koehler, Matthew J.
中科院分区：
文献类型：
--
作者：
Liu, Haixia;Wang, Lina;Koehler, Matthew J.
本研究基于198名中国高校在职外语教师的样本数据，探讨了技术接受模型（TAM）中意向-使用联系的强度及其机制。其序贯解释研究设计包括：首先，通过对调查数据的通径分析，采用定量方法检验TAM变量之间的结构关系；其次，对16位教师进行定性访谈，目的是确定以学生为中心的技术使用对意向-行为差距的潜在影响。定量数据分析表明，教师的技术使用意愿与其以教师为中心的技术使用之间存在显著关系，而技术使用意愿与其以学生为中心的技术使用之间存在不显著关系。定性数据显示，便利条件、先前的技术经验和技术教学内容知识（TPACK）是受访者以学生为中心使用技术的主要障碍。其他因素也在教育者的意向使用差距中发挥了作用，包括习惯、对学生的信念、中国的教学文化和评估压力。关于TAM这个主题的已知内容已经得到了大量研究的支持。先前关于TAM中意向-行为联系的研究结果尚无定论。外语教师以学生为中心的技术使用是有限的。它以TAM为框架，概念化了两个层次的技术使用行为。它确定了以学生为中心的技术使用中的意图-行为差距。它探讨了以学生为中心的技术使用的外部和内部限制。对实践和/或政策的启示教育机构需要促进教师以学生为中心使用技术。需要对以学生为中心的技术使用与教学内容相结合进行持续的培训。
This study explored the strength and mechanisms of the intention-use link in the Technology Acceptance Model (TAM), based on data from a sample of 198 in-service college-level foreign-language teachers in China. Its sequential explanatory research design involved, firstly, a quantitative approach to examine the structural relations among the TAM's variables, using path analysis on survey data; and secondly, qualitative interviews with a purposive sub-sample of 16 of the same teachers, aimed at identifying potential influences on the intention-behavior gap in their student-centered technology use. Analysis of the quantitative data indicated a significant relationship between the teachers' intention to use technology and their teacher-centered technology use of technology, but a non-significant relationship between intention to use technology and their student-centered technology use. The qualitative data revealed that facilitating conditions, prior experience with technology and technological pedagogical content knowledge (TPACK) were the main obstacles to the interviewees' student-centered technology use. Other factors also played a role in educators' intention-use gaps, including habit, beliefs in students, Chinese teaching culture and assessment pressure. Practitioner Notes What is already known about this topic TAM has been supported by a multitude of studies. Previous findings on intention-behavior linkage in TAM are inconclusive. Foreign language teachers' student-centered technology use is limited. What this paper adds It conceptualizes two levels of technology use behavior using TAM as framework. It identifies an intention-behavior gap in student-centered technology use. It explores external and internal constraints to student-centered technology use. Implications for practice and/or policy Educational institutions need to facilitate teachers' student-centered technology use. Consistent training on integrating student-centered technology use with teaching content are in need.