The Impact Of Teachers’ Technology Acceptance On Online College English Classroom Interaction

As information technology in education continues to evolve,online learning is receiving increasing attention.During the COVID-19 pandemic and the post-epidemic era,online education has developed into one of the most widely accepted modes of teaching.In China,some offline courses are gradually transformed into online ones,which is particularly evident in higher education.As a core of online education,the application of information technology in teaching depends on not only technology itself but also teachers’ acceptance of educational technology.Thus,teachers’ acceptance of technology is undoubtedly a crucial factor in online teaching.From the perspective of technology acceptance,this thesis aims to explore the impact of teachers’ technology acceptance on college online classroom interaction.In response to the above research objective,three research questions are put forward.The first is how to construct teachers’ technology acceptance model(TTAM)and implement its validity test;the second is whether the internal and external factors that determine TTAM correlate with online college English classroom interaction,respectively;the third question is whether teachers’ technology acceptance can be applied into predicting online college English classroom interaction.Firstly,to answer the first question,the thesis constructed the college English TTAM and carried out tests of its validity and reliability,with conducting a technology acceptance survey on 175 college English teachers and 400 students from five universities.Moreover,it randomly selected 10 teachers from the above-mentioned participants and conducted the measurement of the classroom interaction among the students they taught.Through the data analysis,the results show that teachers’ technology acceptance plays a vital role in college English online classroom interaction.In conclusion,the TTAM model constructed in this thesis has high validity and reliability and can be applied to practical research.The external factors of the TTAM model,including information and communication technology self-efficacy and information and communication technology anxiety,and the internal factors,including perceived usefulness,perceived ease of use and attitude toward using,have a significant positive effect on online classroom interaction behavior.Besides the external factor of subjective norms and the internal factor of behavioral intention to use,the teachers’ technology acceptance can effectively predict the level of online classroom interaction.That is,the higher the teachers’ technology acceptance,the higher the level of online classroom interaction.The findings have values of improving online college English teaching,upgrading the design of online courses,and college English teachers training in educational information technology.