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Modeling English teachers’ intention to use ICT: technology acceptance and TPACK

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 3 (2025) · hlm. 2314–2326

DOI
10.11591/ijere.v14i3.30444
ISSN
2620-5440, 2252-8822
Terbit
2025-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.

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  • National University of Malaysia
  • State University of Malang
  • State University of Semarang
  • Indonesia University of Education
  • University of Malaya
  • Bina Bangsa Getsempena University
  • Universitas Syiah Kuala
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Rekan penulisOrganisasiArtikel bersama
Fathiyah Mohd KamaruzamanNational University of Malaysia4
Lathiful AnwarState University of Malang2
Cholis Sa’dijahState University of Malang2
Salwa SuradinNational University of Malaysia2
MuzakkirAfiliasi tidak diketahui1
Rose Amnah Abd RaufAfiliasi tidak diketahui1
SusiswoState University of Malang1
Firdha Mahrifatul ZanaState University of Malang1
Chan Choon TakUniversity of Malaya1
Kwan Eu LeongUniversity of Malaya1
Arif Sapta MandalaState University of Malang1
Rita NovitaBina Bangsa Getsempena University1
Fitriati FitriatiBina Bangsa Getsempena University1
Mik SalminaBina Bangsa Getsempena University1
Sulastri SulastriUniversitas Syiah Kuala1
JulianaUniversitas Syiah Kuala1
SyahrialUniversitas Syiah Kuala1
Ismi ZatyaSamudra University1
Arif WidiyatmokoState University of Semarang1
Ani RusilowatiState University of Semarang1
Tiara Dwi WulandariState University of Semarang1
Nadia Eka ArdhaniState University of Semarang1
Syam HardwisIndonesia University of Education1
Mustika FitriIndonesia University of Education1
- Femia RahmahsariIndonesia University of Education1
Hilmi ApriadyIndonesia University of Education1
Elfis SuantoRiau University1
Efni RiantiRiau University1
Armis ArmisRiau University1
Marilssa OmarNational University of Malaysia1
Ling YaoNational University of Malaysia1
Ahmad Rosli Mohd NorUniversiti Teknologi MARA1
Salleh AmatNational University of Malaysia1
Jasmi Abu TalibUniversiti Malaysia Terengganu1
Nurul Atiqah Ab RajiUniversiti Malaysia Terengganu1
Md Mosharaf HossainUniversiti Malaysia Terengganu1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Modeling English teachers’ intention to use ICT: technology acceptance and TPACK</dc:title>
	<dc:creator>Cao, Li</dc:creator>
	<dc:creator>Rasul, Mohamad Sattar</dc:creator>
	<dc:creator>Omar, Marlissa</dc:creator>
	<dc:creator>Zulnaidi, Hutkemri</dc:creator>
	<dc:subject xml:lang="en-US">EFL teacher; ICT integration; PLS-SEM; Technology acceptance; TPACK</dc:subject>
	<dc:description xml:lang="en-US">Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Universiti Kebangsaan Malaysia</dc:contributor>
	<dc:date>2025-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/30444</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i3.30444</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 3: June 2025; 2314-2326</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/30444/14495</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>