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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) · pp. 2314–2326

DOI
10.11591/ijere.v14i3.30444
ISSN
2620-5440, 2252-8822
Published
2025-06-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 94 co-authorship links · 7 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Syiah Kuala
  • State University of Semarang
  • National University of Malaysia
  • Samudra University
  • University of Malaya
  • Universiti Sains Malaysia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Fathiyah Mohd KamaruzamanAffiliation unknown3
Nur Atiqah JalaludinAffiliation unknown2
Salwa SuradinAffiliation unknown2
Roszilah HamidAffiliation unknown2
Azrul A. MutalibAffiliation unknown2
Mohd Fakhrul Azizie Mohd ZaidAffiliation unknown2
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 WulandariAffiliation unknown1
Nadia Eka ArdhaniAffiliation unknown1
Mustika FitriAffiliation unknown1
Syam HardwisAffiliation unknown1
Femia RahmahsariAffiliation unknown1
Hilmi ApriadyAffiliation unknown1
Elfis SuantoAffiliation unknown1
Efni RiantiAffiliation unknown1
Armis ArmisAffiliation unknown1
Ahmad Rosli Mohd NorAffiliation unknown1
Salleh AmatAffiliation unknown1
Jasmi Abu TalibAffiliation unknown1
Nurul Atiqah Ab RajiAffiliation unknown1
Md Mosharaf HossainAffiliation unknown1
Chen ZidiAffiliation unknown1
Bity Salwana AliasAffiliation unknown1
Azlin MoktarAffiliation unknown1
Mohd Aizuddin SaariAffiliation unknown1
Mohamad Hidir Mhd SalimAffiliation unknown1
Zool Hilmi Mohamed AshariAffiliation unknown1
Hidayah Mohd FadzilUniversity of Malaya1
Nofouz MafarjaAffiliation unknown1
Salmiza SalehUniversiti Sains Malaysia1
Siti Seri Kartini Mohd YatimAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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: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>
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