EXAMINING ENGLISH LANGUAGE TEACHING COMPENTENCY THROUGH TECHNOLOGY INTEGRATION: THE MEDIATING ROLES OF PERCEIVED USEFULNESS AND TEACHER SELF-EFFICACY
DOI:
https://doi.org/10.35631/IJEPC.1164106Keywords:
English Language Teaching Competency, EFL Teachers, Perceived Usefulness, Teacher Self-Efficacy, Technology IntegrationAbstract
Technology integration is increasingly vital in English language education, yet the internal mechanisms through which it is related to teaching competency remain insufficiently understood. Integrating Technology Acceptance Model (TAM) and Social Cognitive Theory (SCT), this study examines the mediating roles of perceived usefulness and teacher self-efficacy in the relationship between technology integration and English language teaching competency. A quantitative survey was conducted among Chinese higher education EFL teachers (N=333), and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicate that technology integration directly predicts ELTC (β = .24, p = .001) and indirectly predicts it through perceived usefulness (β = .18, 95% CI [.10, .29]) and teacher self-efficacy (β = .21, 95% CI [.12, .34]). The sequential mediation path (TI → PU → TSE → ELTC) is also significant (β = .24, 95% CI [.15, .36]). This study provides an integrated framework for technology-enhanced language teaching and offers practical insights for strengthening teacher professional development in EFL contexts.
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