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.