Abstract
The study aims to develop a theoretical model to ascertain factors predicting Chinese preservice EFL teachers' acceptance of augmented reality (AR) mobile systems in their future language learning classrooms. Drawing on prior theoretical models related to the adoption of technology in educational context, seven salient theoretical constructs pertinent to individuals' intention to use augmented reality mobile systems were identified, which included perceived ease of use, perceived usefulness, attitudes towards using AR mobile systems, technology self-efficacy, subjective norms, facilitating conditions, and technological pedagogical and content knowledge. Furthermore, a model was proposed by reviewing prior empirical evidence. The proposed model consists of four independent variables, three mediating variables, and one dependent variable. Based on the model, 13 hypotheses were formulated for next-step empirical validation via structural equation modelling.
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