Predictors of English as a Foreign Language (EFL) Teachers’ Acceptance of Online Teaching in Higher Education Institutions in China

Abstract

To better understand English as a Foreign Language (EFL) teachers’ intention to adopt online teaching in China, six predictors are selected to examine the EFL teachers’ intention to teach online based on the extended Technology Acceptance Model (TAM) in the study. This study adopts the correlational research design involving a minimum of 239 samples using the proportional stratified cluster sampling method. An online structured questionnaire will be administrated to collect data. Descriptive and inferential statistical analyses such as Pearson product-moment correlation and multiple linear regression (MLR) will be used to analyze the data.