In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China - A Multiple-Case Study

Oct 15, 2026

University in-service EFL teachers’ perceptions of technology integration and the factors shaping their classroom adoption are examined through a multiple-case study. The research applies Teo’s extended technology acceptance model (TAM) and teacher value beliefs to explore seven teachers’ views on effective integration and the challenges they encountered. Results indicate perceived usefulness and teacher value beliefs are key influences, alongside subjective norms, environmental facilitating conditions, and cultural values. Findings extend the extended TAM to China and inform policies supporting future integration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Purpose

Design/Approach/Methods

Findings

Originality/Value

Educational technology in the new era

Impact on teaching and learning

Deﬁnition of technology integration

Meaningful use and scope

Distinction from technology acceptance

In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study Jinyan Wang（王瑾妍） The Hong Kong Polytechnic University ECNU Review of Education 2024, Vol. 7(2) 333–356 © The Author(s) 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231193692](DOI: 10.1177/20965311231193692)[ ](DOI: 10.1177/20965311231193692)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: This study investigates university in-service English as a Foreign Language (EFL) teachers’ perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. Design/Approach/Methods: This multiple case study applies Teo’s extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’ perceptions of effective technology integration and the challenges they encountered. Findings: This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that inﬂuence in-service teachers’ technology integration. Additional factors are (3) subjective norm,(4) facilitating conditions of the environment, and (5) cultural values. Originality/Value: This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers’ perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers’ future technology integration. Corresponding author: Jinyan Wang, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong SAR, China. Email: [jinyan.wang@connect.polyu.hk](jinyan.wang@connect.polyu.hk) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as speciﬁed on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Keywords English language teaching, teacher perceptions, teacher value beliefs, technology acceptance model, technology integration Date received: 27 February 2022; revised: 8 October 2022, 28 April 2023; accepted: 7 May 2023 Educational technology in the new era The ubiquitous nature of technology has changed the nature of teaching and learning practices. With the routine use of technologies for social practices, many teachers and students are users of at least some of the new tools, resources, and practices that may be beneﬁcial in language teaching (Chapelle & Sauro, 2017) . In the last decade, higher education institutions have been encouraged to increase the value of their educational products and incorporate innovations to meet global challenges (Hoffman, 2013) . The ﬁerce competition in the higher education sector also drives the universities to “think outside the box”(Rogers, 2000) . For universities to maintain competitiveness, they must seize the opportunity to utilize technological advancement to improve teaching efﬁciencyand achieve better learning outcomes. Technology has become increasingly important in teaching English as a Foreign Language (EFL) as it offers students a variety of language inputs, improves student motivation, and provides students with authentic language learning contexts (Nim Park & Son, 2009; Strickland & O

FAQs

What is the purpose of this study?

The study investigates university in-service EFL teachers’ perceptions of technology integration and the factors that affect how they integrate technology in the classroom.

Which theoretical frameworks are used?

It uses Teo’s extended technology acceptance model (TAM) and teacher value beliefs related to using technology to analyze teachers’ perceptions and challenges.

What factors influence teachers’ technology integration?

Perceived usefulness and teacher value beliefs are key factors, with additional influences from subjective norm, environmental facilitating conditions, and cultural values.

Oct 15, 2026

Uploaded by anakgang17