ERIC Number: EJ1416658
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: EISSN-1365-2729
Available Date: N/A
Understanding English-as-a-Foreign-Language University Teachers' Synchronous Online Teaching Satisfaction: A Chinese Perspective
Peijian Paul Sun; Xinran Luo
Journal of Computer Assisted Learning, v40 n2 p685-696 2024
Background: In a context where synchronous online teaching has become a new trend of instruction for online education due to the COVID-19 pandemic, it is valuable and insightful to examine what factors contribute to teachers' satisfaction with synchronous online teaching. Objective: Informed by the technology acceptance model (TAM), this study investigated English-as-a-foreign-language (EFL) university teachers' synchronous online teaching satisfaction in China from social (i.e., subjective norms), institutional (i.e., facilitating conditions), and individual (i.e., self-efficacy, attitudes toward use, perceived usefulness, and perceived ease of use) levels during the COVID-19 pandemic. Methods: A total of 250 in-service EFL university teachers participated in this study. An online questionnaire was adaptively developed to measure teachers' perceptions of and satisfaction with synchronous online teaching. The structural equation modelling (i.e., path analyses) was performed to find out a model that can best represent EFL university teachers' synchronous online teaching satisfaction. Results and Conclusion: The results showed that facilitating conditions, self-efficacy, attitudes toward use, and perceived usefulness are direct contributors to EFL university teachers' satisfaction with synchronous online teaching. Whereas, perceived ease of use, self-efficacy, and subjective norms are indirect contributors through the mediation of attitudes toward use. Moreover, different from previous TAM research, facilitating conditions have been found to be the most significant direct factor positively contributing to satisfaction. The findings of this study are expected to shed light on how to enhance teachers' synchronous online teaching satisfaction.
Descriptors: Foreign Countries, Second Language Instruction, Second Language Learning, English (Second Language), Language Teachers, College Faculty, Teacher Attitudes, Satisfaction, Synchronous Communication, Web Based Instruction, Online Courses, COVID-19, Pandemics, Self Efficacy, Usability
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A