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Examining Factors Influencing Chinese Ethnic Minority English Teachers' Technology Adoption: An Extension of the UTAUT Model

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Title: Examining Factors Influencing Chinese Ethnic Minority English Teachers' Technology Adoption: An Extension of the UTAUT Model
Language: English
Authors: Fang Huang (ORCID 0000-0001-6706-8251), Timothy Teo, Xueyu Zhao
Source: Computer Assisted Language Learning. 2025 38(4):928-950.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Minority Group Teachers, Ethnic Groups, Language Teachers, English (Second Language), Technology Uses in Education, Technology Integration, Influences, Intention, Teacher Attitudes, Value Judgment, Expectation, Social Influences, Cultural Influences, Minority Group Students, Affordances, Secondary School Teachers
Geographic Terms: China
DOI: 10.1080/09588221.2023.2239304
ISSN: 0958-8221
1744-3210
Abstract: While teachers' technology adoption has received increasing attention in the digital age, little effort has been made to examine ethnic minority English teachers' technology use. This study aims to unpack Chinese ethnic minority English teachers' technology adoption and examine factors that influence their intentions to use technology by employing an extended the Unified Theory of Acceptance and Use of Technology (UTAUT) as the framework for this study. Data were collected from 280 ethnic minority teachers in China and analyzed using structural equation modelling. Results suggested that ethnic minority English teachers generally have positive intentions to use technology. This study also found that perceived importance of technology-related policy, performance expectancy and social influence were significant antecedents that explain their intentions to use technology, while effort expectancy and facilitating condition were not. In addition, teacher perceived cultural value had significantly influenced their perceptions of technology-related policy, and the former also exerted a significant influence on intention. This study aims to enhance our understanding of teachers' technology acceptance by contextualizing the investigation in a Chinese ethnic minority context.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474097
Database: ERIC
FullText Text:
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  Data: Examining Factors Influencing Chinese Ethnic Minority English Teachers' Technology Adoption: An Extension of the UTAUT Model
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  Data: <searchLink fieldCode="AR" term="%22Fang+Huang%22">Fang Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6706-8251">0000-0001-6706-8251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+Teo%22">Timothy Teo</searchLink><br /><searchLink fieldCode="AR" term="%22Xueyu+Zhao%22">Xueyu Zhao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Computer+Assisted+Language+Learning%22"><i>Computer Assisted Language Learning</i></searchLink>. 2025 38(4):928-950.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 23
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/09588221.2023.2239304
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  Data: 0958-8221<br />1744-3210
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While teachers' technology adoption has received increasing attention in the digital age, little effort has been made to examine ethnic minority English teachers' technology use. This study aims to unpack Chinese ethnic minority English teachers' technology adoption and examine factors that influence their intentions to use technology by employing an extended the Unified Theory of Acceptance and Use of Technology (UTAUT) as the framework for this study. Data were collected from 280 ethnic minority teachers in China and analyzed using structural equation modelling. Results suggested that ethnic minority English teachers generally have positive intentions to use technology. This study also found that perceived importance of technology-related policy, performance expectancy and social influence were significant antecedents that explain their intentions to use technology, while effort expectancy and facilitating condition were not. In addition, teacher perceived cultural value had significantly influenced their perceptions of technology-related policy, and the former also exerted a significant influence on intention. This study aims to enhance our understanding of teachers' technology acceptance by contextualizing the investigation in a Chinese ethnic minority context.
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  Data: 2025
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  Data: EJ1474097
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Ethnic Groups
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Value Judgment
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: China
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