Wang, L. (2023). A mixed-methods study on the technology use of Chinese EFL teachers in high school classrooms [Doctoral dissertation, North Carolina State University]. NC State Theses and Dissertations. https://repository.lib.ncsu.edu/handle/1840.20/40856

Abstract:

“The Chinese government has launched initiatives to advance educational informationization in China, but the extent of technology integration in high school English as a Foreign Language (EFL) classrooms and the factors that have influenced teachers’ technology use remain unclear. This explanatory mixed-methods study investigated the current state of technology use by teachers in Chinese high school EFL classes and the influential factors that contributed to the situation. The findings revealed that although many teachers have applied technology in their teaching, the primary use of technology was focused on PowerPoint and multimodalities aimed at content delivery and student engagement, some teachers invested time and energy in incorporating multiple tools for different pedagogical purposes. While teachers’ characteristics, pedagogical beliefs (both constructivist and traditional), school support and culture were not found to be statistically significant with respect to their technology use practices, technological pedagogical content knowledge (TPCK) was a predictor, with a small to medium effect. Qualitative data revealed that multiple factors interacted, making it challenging to determine teachers’ technology use practices. The discussion highlights the need to consider these factors as a whole system in which each factor may interweave with others. The study has implications for teacher educators, policymakers, and other stakeholders interested in using technology for educational purposes.”