The role of language teachers’ perceptions and attitudes in ICT integration in higher education EFL classes in China

Abstract To successfully adopt and implement information and communication technology (ICT) in language teaching and learning processes, it is essential to understand how and why language teachers use ICT and identify the barriers they encounter when attempting to incorporate ICT into their lessons. This study examined English as a foreign language (EFL) teachers’ attitudes at the tertiary level towards integrating ICT in their classes based on technology acceptance model (TAM) factors using a questionnaire consisting of both closed- and open-ended questions. Data were collected from 68 EFL teachers at three institutions in Guangzhou, southern China. The findings validated the efficacy of the TAM components in assessing the integration of ICT in higher education EFL classes in China based on teachers’ perceptions and attitudes and revealed teachers’ positive attitudes and significant tendencies towards ICT integration in English classes. However, teachers’ digital literacy and pedagogical and technological skills were found to be insufficient to successfully integrate ICT into tertiary English education. Most participants expressed a desire for in-service ICT training. Moreover, various obstacles were found to affect ICT integration in higher education English classes in China, including personal, institutional, and technological barriers.