Abstract
To contain the spread of Covid-19, the Ministry of Education of China postponed the opening of schools for face-to-face lessons and launched an initiative of "postponement of school without suspension of learning”. Therefore, nearly all educational institutions across China moved from traditional teaching practices to online teaching in the Spring semester of 2020. English language teachers in Chinese universities had to move their traditional physical instruction to online. The paper is designed to develop a conceptual framework of English as a Foreign Language (EFL) teachers’ acceptance of online teaching during Covid-19 in Mainland China. Based on the integration of the Technology Acceptance Model (TAM) and Ely's Eight Conditions of Change (ECC) and previous research, six constructs — attitudes, subjective norm, perceived ease of use, perceived usefulness, self-efficacy, and eight facilitating conditions are selected in the proposed framework. A comprehensive understanding of the framework is expected to provide a better insight of the factors that affect EFL teachers' acceptance of online teaching during the pandemic for the stakeholders and future studies.
Highlights
As an emergency response to the abrupt outbreak of the deadly and infectious disease Covid19 in late December 2019 in China, the Ministry of Education directed all schools and universities to postpone opening schools for face-to-face lessons
It is possible to expect in the present study, the more positive influence subjective norms (SN) exerts, the more likely the English as a Foreign Language (EFL) teachers perceive the usefulness of online teaching and will have an intention to adopt online teaching
Conducting online teaching has its challenges for EFL teachers during the Covid-19 pandemic period in China
Summary
Understanding English as a Foreign Language (EFL) Teachers’ Acceptance to Teach Online During Covid-19: A Chinese Case. In-Text Citation: (Gao et al, 2021) To Cite this Article: Gao, Y., Wong, S. International Journal of Academic Research in Business and Social Sciences, 11(9), 1419–1431. Vol 11, No 9, 2021, Pg. 1419 - 1431 http://hrmars.com/index.php/pages/detail/IJARBSS
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