Innovation in Language Learning

The educational affordances of ICT resources have played an increasingly vital role in English teaching at university level in China. Although the state and institutions have invested a large amount in promoting the ICT-integrated Foreign Language Teaching(FLT), teachers are believed to have lackluster responses toward using ICT resources, or use them at a low level. This study aims to investigate the factors affecting in-service EFL teachers’ affordances transfer behavior of ICT resources, i.e. perceived affordance to actualized affordance, with the Unified Technology Acceptance and Use Theory (UTAUT) as the research framework. The research comprised a cohort of 629 EFL teachers from various universities in China, who undertook a questionnaire designed to measure their responses to the perceived affordance (social, pedagogical and technological affordances), social influence, facilitating condition, behavioral intention, and utilized affordance. Structural equation modelling (SEM) was employed as an analytical technique for the proposed model in the study. Overall, the model accounted for 59.3% of the variance in intention of EFL teachers to use ICT resources in their teaching and 34.4% of the variance in their utilized affordance. The findings also demonstrate that the perceived pedagogical affordance and social influence are significant determinants of their behavioral intentions and utilized affordance. Finally, the implications for theory development, practices, and policy making are discussed.

Keywords: ICT Resources, Affordances, UTAUT, EFL Teachers;