Technology Acceptance Among EFL Teachers in China: Applying the Theory of Planned Behavior
This paper synthesizes benefits that technology integration brings to EFL teaching in China, states problems that
EFL teachers do not optimally use technology in teaching as national ICT-related policies requires. Factors influence
technology acceptance among EFL teachers in China are analyzed by applying the Theory ofPlanned Behavior (TPB).
Cultural factors are further analyzed to explain EFL teachers’ reluctance and the low level technology use in EFL teaching.
This study contributes to the existing technology acceptance theories by giving insights into influential factors of EFL
teachers’ technology acceptance in China. The findings also have implications for national and school administrators as well
as policy makers in terms of technology related policy making, funding for technology facilitating conditions, technical
supports and particularly technology related professional training for EFL teachers to improve EFL teachers’ technological,
pedagogical and content knowledge.
Keywords: Technology acceptance, EFL teachers, China