Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/27470
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Luo, Y | - |
dc.contributor.author | Watts, M | - |
dc.date.accessioned | 2023-10-30T15:24:41Z | - |
dc.date.available | 2023-10-30T15:24:41Z | - |
dc.date.issued | 2023-09-04 | - |
dc.identifier | ORCID iD: Yujuan Luo https://orcid.org/0000-0001-6989-4397 | - |
dc.identifier | ORCID iD: Mike Watts https://orcid.org/0000-0002-8044-5418 | - |
dc.identifier.citation | Luo, Y. and Watts, M. (2023) 'Teachers’ Readiness to Adopt Smartphone-Based Teaching Methods: Evidence from China', Computers in the Schools, 0 (ahead of print), pp. 1 - 24. doi: 10.1080/07380569.2023.2244493. | en_US |
dc.identifier.issn | 0738-0569 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/27470 | - |
dc.description.abstract | Teachers’ perspectives are critical to the implementation of mobile-assisted language learning, particularly smartphone-assisted English language learning (SAELL), but have received scant scholarly attention. This study focuses on teachers’ perspectives, examining their changing perceptions of and readiness for SAELL in the context of post-COVID higher education. A questionnaire, based on the unified theory of acceptance and use of technology framework, was 8distributed to 218 English language teachers in China. In general, the teachers had positive perceptions of smartphone learning, and their adoption of mobile technology-based teaching techniques was influenced by performance expectancy, effort expectancy, subjective norms, facilitating conditions, the technological pedagogical content knowledge framework, and their self-efficacy. Conversely, traditional societal and pedagogical cultures, information technology anxiety, lack of technological knowledge and teaching experience, and technical weaknesses were barriers to the teachers’ implementation of smartphone technology both inside and outside the classroom. Practical implications for teachers adopting SAELL are discussed. | en_US |
dc.format.extent | 1 - 24 | - |
dc.format.medium | Print-Electronic | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge (Taylor & Francis Group) | en_US |
dc.rights | Copyright © 2023 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Computers in the Schools on 04 Sep 2023, available at: https://www.tandfonline.com/doi/full/10.1080/07380569.2023.2244493 (see: https://authorservices.taylorandfrancis.com/research-impact/sharing-versions-of-journal-articles/).. It is archived under an embargo period of 18 months on this institutional repository when it will become available under a Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/). | - |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | - |
dc.subject | smartphone-assisted language learning | en_US |
dc.subject | teachers’ perceptions | en_US |
dc.subject | teachers’ readiness | en_US |
dc.subject | technology acceptance | en_US |
dc.title | Teachers’ Readiness to Adopt Smartphone-Based Teaching Methods: Evidence from China | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1080/07380569.2023.2244493 | - |
dc.relation.isPartOf | Computers in the Schools | - |
pubs.issue | 00 | - |
pubs.publication-status | Published | - |
pubs.volume | 0 | - |
dc.identifier.eissn | 1528-7033 | - |
dc.rights.holder | Taylor & Francis | - |
Appears in Collections: | Dept of Education Embargoed Research Papers |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
FullText.pdf | Embargoed until 4 March 2025 | 677.4 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License