Research On Senior High School Teachers’ And Students’ Acceptance Of Online English Writing Instruction

With the maturity of modern computer-assisted language learning technology,using online writing platforms for assisted teaching in English classes has become a new teaching mode.During the COVID-19 epidemic,English writing has confronted new development and innovation with the dissemination of online courses,and studies on teachers’ and students’ technology acceptance of online English writing have attracted widespread concerns.Based on the theory of reasoned action,constructivism theory,input and output hypothesis,this study investigated the technology acceptance of 21 English teachers and 201 students in senior high school on online writing instruction through questionnaires and interviews,and analyzed the main factors that affected high school teachers’ and students’ technology acceptance.The research questions for investigation are:(1)What is the current situation of senior high school teachers’ and students’ technology acceptance of online English writing instruction?(2)What are the factors influencing senior high school teachers’ and students’ technology acceptance of online English writing instruction? How do the factors affect their technology acceptance of online English writing instruction?The results demonstrated that: firstly,most teachers and students had a high technology acceptance and positive attitude toward online English writing instruction and were willing to use online writing platforms in assisting their writing activities;secondly,the main factors affecting senior high school teachers’ technology acceptance toward online English writing instruction included perceived usefulness,perceived ease of use,and facilitating conditions,while subjective norms and self-efficacy had little influence;in terms of perceived usefulness,the convenience of the teaching process increased teachers’ willingness to use online writing instruction technology;for perceived ease of use,teachers were willing to choose an online writing platform with simple operation according to their teaching habits;the impact of facilitating conditions was reflected in that the availability of computer and technical support increased the frequency of teachers using online writing instruction technology.The main factors influencing senior high school students’ technology acceptance toward online English writing instruction included perceived usefulness,perceived ease of use,subjective norms,and facilitating conditions,while self-efficacy had no significant effect.In terms of perceived usefulness,convenient and quick resource search could supplement a large amount of writing knowledge for students;however,students were easily distracted and they worried about the learning efficiency of online writing;in terms of perceived ease of use,the easy-to-use online writing platform saved time for students to operate,thereby increasing students’ willingness to use;for subjective norms,educational policies,teachers’ suggestions and expectations,and peer encouragement had a positive impact on students’ willingness to use;in terms of facilitating conditions,most urban students were equipped with computers and mobile phones at home to ensure the smooth progress of online writing instruction,students hoped to get technical training to get familiar with technical operation as soon as possible,which increased their willingness to use it.This study recommends senior high school teachers and students to often use online writing instruction technology,take online writing instruction technology as a supplemental teaching method in English writing class and improve the relevance of English writing class with online resources;meanwhile,English teachers can be encouraged to conduct professional training in the operation of online writing technology.This study is expected to help educators understand the application and make better use of online writing instruction technology in senior high schools,and provide enlightenment for education departments to promote English curriculum reform and optimize teaching methods.