Abstract
The adoption of technology in second language (L2) classrooms has been found a complicated process depending on several factors, two of which may play a crucial role in teachers’ technology adoption are emotional intelligence (EI) and self-efficacy beliefs. To date, however, there exists little empirical evidence regarding their interaction to predict L2 teachers’ technology adoption in Asian countries. To bridge this gap, this quantitative study collected data through three questionnaires from a sample of 214 Chinese English as foreign language (EFL) teachers. The results of structural equation modeling (SEM) and regression analysis revealed that both EI and self-efficacy could, respectively, predict 89% and 63% of variances in Chinese EFL teachers’ technology adoption. Drawing on the obtained results, some conclusions, implications, and directions for future research are presented to avid researchers and educators to heighten their knowledge of educational technology and emotions. Affiliations: Please check and confirm that the authors and their respective affiliations have been correctly identified and amend if necessary. Thank you, the modifications have been completed.
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The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.
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This work was supported by Nanjing Normal University, People’s Republic of China. The university has no role in the design and implementation of this study. The authors are also grateful to the insightful comments suggested by the editor and the anonymous reviewers.
Funding
This study was sponsored by Teacher Education Project of Fundation of Henan Educational Committee, entitled “Using Online Learning Resources to Promote English as a Foreign Language Teachers’ Professional Development in the Chinese Middle School Context” (Grant No.: 2022-JSJYYB-027) and was also supported by Research and Practice Project on Higher Education Teaching Reform in Henan Province in 2019: "Research on a Blended Teaching Model for College English Listening, Speaking, and Viewing Based on Massive Open Online Courses (MOOC)" (Project Number: 2019SJGLX210).
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Zhi, R., Wang, Y. & Wang, Y. The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption. Asia-Pacific Edu Res 33, 845–856 (2024). https://doi.org/10.1007/s40299-023-00782-6
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DOI: https://doi.org/10.1007/s40299-023-00782-6