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Treffer: Pre-Service EFL Teachers' Motivational Beliefs about Instructional Use of Technology: Development and Validation of a Scale

Title:
Pre-Service EFL Teachers' Motivational Beliefs about Instructional Use of Technology: Development and Validation of a Scale
Language:
English
Authors:
Zhengdong Gan (ORCID 0000-0003-0600-745X), Christopher Fulton (ORCID 0000-0002-9765-8647), Siying Li
Source:
Computer Assisted Language Learning. 2024 37(7):1698-1725.
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:
28
Publication Date:
2024
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Secondary Education
Descriptors:
Preservice Teachers, English (Second Language), Language Teachers, Teacher Motivation, Beliefs, Technology Uses in Education, Teacher Attitudes, Test Construction, Test Validity, Measures (Individuals), Factor Analysis, Teaching Methods, Goal Orientation, Test Reliability, Foreign Countries, Secondary School Teachers, Practicums, Interests, Anxiety, Self Efficacy, Value Judgment, Behavior Standards, Technology Integration
Geographic Terms:
China
DOI:
10.1080/09588221.2022.2099902
ISSN:
0958-8221
1744-3210
Entry Date:
2024
Accession Number:
EJ1444139
Database:
ERIC

Weitere Informationen

This article presents the development and validation of the Pre-Service EFL Teachers' Motivational Beliefs about Instructional Use of Technology scale (PTMB-EFL) using a randomly split sample. Confirmatory factor analysis supported a 23-item six-factor structure of the PTMB-EFL generated from exploratory factor analysis. Significant correlations between the PTMB-EFL factors and teachers' perceived actual classroom technology use practices supported the concurrent validity of the PTMB-EFL. A second-order confirmatory factor analysis further provided empirical evidence to consider motivational beliefs about instructional use of technology as a unitary construct with six correlated but distinct motivational belief factors. In addition, unlike previous technology acceptance studies, this study revealed that among the six types of motivational beliefs, growth mindset was the strongest predictor of perceived actual classroom technology use practices. The PTMB-EFL can be used as an evaluation tool to appraise pre-service EFL or ESL teacher technology-based English teaching experience during their practicum, and as a research tool to investigate more associations between instructional use of technology and other contextual and teacher factors.

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