Study On The Influencing Factors And Countermeasures Of Primary School English Teachers’ Intention To Adopt Educational APPs

Education informatization is both an endogenous driving force for education modernization and powerful support for it.With the popularity of cell phones,pads and other mobile devices,educational APPs are gradually entering teaching activities,especially English teaching events.Educational APPs can provide students with a good environment of language acquisition,realistic situational practices,and application,which is conducive to improving students’ English learning ability and raising their interest.In order to research the factors influencing elementary school English teachers’ intention to adopt educational apps,this paper takes elementary school English teachers as the research object and relies on empirical research methods to conduct questionnaires and interview surveys on teachers’ intention to adopt educational apps and the influencing factors.Based on the results of the survey,the current situation of teachers’ intention to adopt educational APPs and its influencing factors are discussed and corresponding countermeasures are proposed.This study combines the characteristics of educational APPs,constructs the influencing factors model based on the Unified Theory of Acceptance and Use of Technology(UTAUT)model,and proposes research hypotheses.The scale was designed according to the dimensions of the constructed model and a web survey was conducted;the interview outline of this study was designed based on the interview outline involved in the Theory of Planned Behavior(TPB).A total of 204 questionnaires were collected,and three teachers were interviewed.The sample data were analyzed quantitatively and statistically through SPSS21 and AMOS24,combined with semi-structured interviews,and then modeled the influencing factors.The results of the study showed that(1)current elementary school English teachers have high acceptance of educational APPs and have good experience in using them(the mean value of each dimension > 3.50);(2)four influencing factors,such as performance expectation,effort expectation,social influence,and facilitating conditions,all have significant positive effects on teachers’ behavioral intention,with path coefficients of 0.216,0.211,0.276,and 0.271;(3)there were significant differences in the enabling conditions,behavioral intentions,and social influence dimensions for teachers’ gender,years of teaching experience,and IT proficiency,respectively.Based on the discussion and analysis of the study results,this paper proposes strategies to enhance elementary school English teachers’ intention to adopt educational APPs from four aspects: focusing on cultivating different teachers’ ability to apply educational APPs and promoting the integration of English subjects and information technology;striving to improve the quality of educational APP products and enhancing teachers’ performance and facilitation;optimizing schools’ mobile learning education concepts and improving the environment of application;constantly strengthen the standardization of education APP market.