Exploring primary school teacher perceptions and practices integrating technology in a Chinese EFL context : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand

Abstract

Recent Chinese educational policies have increasingly emphasised the use and integration of digital technologies, placing expectations on teachers to incorporate technology into their teaching practices. This study explores how English as a Foreign Language (EFL) teachers in Chinese primary schools perceive and use technology, as well as the factors influencing their technology use. Employing a qualitative dominant mixed-methods design, data were collected from an online questionnaire (n = 244) and case studies of three primary schools (two public and one private) in Hangzhou, China. The case studies consisted of two semi structured interviews with five teachers in each of the schools as well as a review of teaching plans and classroom observations. Survey data were analysed using descriptive statistics while thematic analysis, followed by cross-case analysis, was employed for the case study data. Data across sources were then compared to gain a more comprehensive understanding of the research phenomena. The survey findings revealed that while teachers generally held positive attitudes toward technology and had shared perceptions of the affordances, perceptions about the constraints were more varied. The case study findings illustrated that teachers used technology to engage and motivate students, scaffold and support learning, and foster skill development. Although teachers across school types shared similarities in their use of technology, public school teachers typically used technology for content delivery, whereas private school teachers utilised technology to support a wider variety of pedagogical purposes, such as cultivating students’ autonomy, technological skills, and research skills. Factors contributing to these differences include institutional funding, access to technology, professional development opportunities, curriculum requirements, and assessment pressures. This study also contributes to the literature by suggesting extensions to technology acceptance models through two novel factors which were found to influence teachers’ use of technology: Teacher Autonomy within their Schools (TAws), and the interaction between teaching experience and training recency. In terms of implications, teachers could be better supported by school leaders, teacher educators and policymakers through providing access to adequate technology infrastructure, and through the provision of differentiated professional development for technological skills and pedagogical integration to encourage greater autonomy and educational innovation.