ZENGFANG LIN - DATA (sample size 265).csv

This study examines the relationships between English teachers' Technological Pedagogical and Content Knowledge, Technological Self-Efficacy, and Behavioral Intentions to use mobile technology in teaching in the context of Chinese higher education with the Technology Acceptance Model as the theory framework. Our main findings suggest that language teachers' knowledge and confidence in successfully adopting mobile technology into English education significantly impact their acceptance and adoption of it at the tertiary level in China.

本研究以技术接受模型（Technology Acceptance Model）为理论框架，探究中国高等教育语境下英语教师的技术教学内容知识（Technological Pedagogical and Content Knowledge）、技术自我效能感与教学中使用移动技术的行为意向三者间的关联。本研究核心结论显示，在中国高等院校场景中，英语教师将移动技术成功融入英语教学所需的知识储备与信心水平，会对其接受并采用该技术的行为产生显著影响。