Computer Assisted Language Learning

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Understanding Hong Kong primary school English

teachers’ continuance intention to teach with ICT

Barry Bai, Jing Wang & Ching-Sing Chai

To cite this article: Barry Bai, Jing Wang & Ching-Sing Chai (2021) Understanding Hong Kong
primary school English teachers’ continuance intention to teach with ICT, Computer Assisted
Language Learning, 34:4, 528-551, DOI: 10.1080/09588221.2019.1627459

To link to this article: https://doi.org/10.1080/09588221.2019.1627459

Published online: 19 Jun 2019.

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COMPUTER ASSISTED LANGUAGE LEARNING
2021, VOL. 34, NO. 4, 528–551
https://doi.org/10.1080/09588221.2019.1627459

Understanding Hong Kong primary school English

teachers’ continuance intention to teach with ICT
Barry Bai , Jing Wang and Ching-Sing Chai
Faculty of Education, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong

ABSTRACT KEYWORDS
There has been an increasing concern on teachers’ adop- Continuance intention;
tion of information and communication technology (ICT) in motivation; perception;
their teaching practices. However, little has been explored learning behaviors; English
as a second language (ESL)
about English as a second language (ESL) teachers’ ICT
adoption. This study synthesizes the technology acceptance
model (TAM), the value-expectancy theory, and a learning
perspective to propose a model -for investigating ESL
teachers’ continuance intention to use ICT in teaching. In
the proposed model, motivational beliefs, ICT learning
behaviors, facilitating conditions, and perceptions towards
ICT use were put together to see how they worked
together to influence continuance intention. Participants
were 156 primary school ESL teachers in Hong Kong, who
attended a teacher professional development program.
Structural equation modeling showed that ICT self-efficacy
and facilitating conditions were positively associated with
continuance intention through perceptions (i.e. perceived
ease of use and perceived usefulness). ICT anxiety had a
negative effect, whereas interest had a positive effect on
continuance intention. Growth mindset had a positive
effect on continuance intention through learning of ICT (i.e.
adaptive help seeking). Implications for teachers’ profes-
sional development programs are discussed.

1. Introduction
Integrating information and communication technology (ICT) in educa-
tion has been widespread worldwide in the past decades. When ICT is
used to deliver information for education, or in other words, when ICT
mediates students’ interactions with peers and teachers as well as materi-
als, e-learning happens, and ICT used in education is referred to as e-
learning tools (Sorebo, Halvari, Gulli, & Kristiansen, 2009). There is a
wealth of research investigating ICT integration in education, some
focusing on the benefits of basic and general tools, e.g. Office tools,

CONTACT Jing Wang xiaoyuer19921023@126.com

ß 2019 Informa UK Limited, trading as Taylor & Francis Group
 COMPUTER ASSISTED LANGUAGE LEARNING 529

social media, the Internet, and applications (Chiu & Wang, 2008), and
others focusing on specific learning platforms, e.g. school information
systems and online learning platforms (Liaw & Huang, 2013). ICT has
been widely used for learning resources searching, lesson planning,
material presentation, and online discussions and collaborations, which
promote interactions between teachers and students, as well as among
peers. It has also been widely used to foster students’ self-regulated learn-
ing and problem-solving, and to improve teaching efficiency (Levy, 2009;
Sorebo et al., 2009).
With the explosion of ICT use in education, research into factors
influencing teachers’ ICT adoption has also increased. Various studies
have identified multiple factors that influence individuals’ ICT adoption,
such as facilitating conditions (Venkatesh & Davis, 2000), social influen-
ces (Lai, Wang, & Lei, 2012), motivational beliefs (e.g. self-efficacy beliefs
and task values) (Lai, Hsiao, & Hsieh, 2018), and perceptions (e.g. per-
ceived ease of use and perceived usefulness) (Davis, Bagozzi, &
Warshaw, 1989; Scherer, Siddiq, & Tondeur, 2019). The identification of
factors influencing teachers’ ICT adoption is critical because knowledge
of what factors contribute to English as a second language (ESL) teach-
ers’ ICT use intention would be useful in providing support and design-
ing teacher education programs to enhance ESL teachers’ ICT use for
teaching. Unfortunately, research into investigating the relationships
between multiple factors for ICT adoption and how these factors may
work together to explain ICT adoption in the same context is still
quite limited.
Furthermore, what is missing in the literature is how teachers’ ICT
learning behaviors may contribute to their use intention. Presently,
teacher education programs are widely offered to improve teachers’ capa-
bilities of ICT use in teaching (Mavroudi & Tsagari, 2018). In these pro-
grams, teachers become learners, who learn how to use ICT, and need to
make effort and seek help when they cannot find solutions by themselves
(Pintrich, Smith, Garcıa, & McKeachie 1991; Ryan & Pintrich, 1997). It
is quite likely that better learning will lead to more ICT use in the future.
Whereas teachers’ ICT development programs are increasingly prevalent,
the question as to whether teachers’ learning behaviors in these programs
are correlated with use intention remained unanswered. Additionally,
growth mindset is a motivational belief that has received extensive atten-
tion because it is particularly important for understanding learning
engagement in the face of challenges (Lou & Noels, 2016). Many teachers
may cease using ICT in teaching after some failures or when they think
their ICT adoption presents challenges. When teachers believe they can
develop ICT competence (i.e. growth mindset), they understand that
530 B. BAI ET AL.

learning can lead to improvement (Blackwell, Trzesniewski, & Dweck,

2007). Thus, they may be more actively engaged in the learning of ICT
and use regardless of their prior ability. Therefore, the effect of growth
mindset was examined together with teachers’ ICT learning behaviors in
this study. Adding a learner’s perspective when studying teachers’ ICT
use intention can potentially lead to a more influential intervention.
Moreover, very few studies have examined teachers’ ICT adoption in spe-
cific domains (Goodson & Mangan, 1995; Mavroudi & Tsagari, 2018). Most
prior studies on ICT adoption have included teacher participants from a
wide variety of departments or subjects (Celik & Yesilyurt, 2013; Chen &
Tseng, 2012). However, various researchers have posited that the subject-
matter culture promotes or slows down teachers’ use of ICT in the classroom
(Hennessy, Ruthven, & Brindley, 2005; Liu, Lin, & Zhang, 2017). English as
a second language is a domain in which ICT should play an essential role in
teaching and has attracted increasing attention (Lee, Yeung, & Cheung,
2019; Levy, 2009; Martins, Steil, & Todesco, 2004). Research suggests that
ICT use appears particularly useful for the learning and teaching of major
language areas, such as listening, speaking, reading, writing, grammar,
vocabulary, pronunciation (Golonka, Bowles, Frank, Richardson, & Freynik,
2014; Levy, 2009; Liu, Chen, & Chang, 2010). On the other hand, previous
studies have shown that language teachers are slow and unproductive in ICT
integration compared with teachers of other subjects (e.g. science, technol-
ogy, math) due to the educational background (Li & Walsh, 2011). In par-
ticular, Bai and Lo’s (2018) study with 73 Hong Kong primary school ESL
teachers found that a lack of resources (e.g. technology resources and prepar-
ation time), and inadequate knowledge and skills were the most frequently
reported barriers for ICT integration in schools. However, it is still unclear
what teachers’ personal factors (e.g. motivational beliefs and perceptions)
may contribute to ESL teachers’ ICT use. Therefore, research on ESL teach-
ers’ ICT adoption is needed to provide more informative and precise know-
ledge on how to enhance ESL teachers’ ICT use.
The objective of this study was to investigate the determinants of ESL
teachers’ ICT adoption after attending a teacher development program.
Specifically, this study aimed to investigate: (1) the relationships between
the multiple factors, including motivational beliefs, ICT learning behaviors,
facilitating conditions, and perceptions; and (2) how these factors may
work together to explain continuance intention. After learning and using
ICT in the program, these teachers should form opinions towards ICT use
(i.e. perceived benefit and perceived ease of use). Both their learning of
ICT and opinions towards ICT use will influence their continuance inten-
tion to use ICT. Meanwhile, their learning of ICT and opinions should be
influenced by their motivational beliefs and the facilitating factors.
 COMPUTER ASSISTED LANGUAGE LEARNING 531

2. Theoretical background
Technology acceptance model (TAM) was originally proposed by Davis
and his colleagues (Davis et al., 1989). TAM has been the most com-
monly used model for describing technology acceptance in education
(Scherer et al., 2019). The model theorizes that an individual’s intention
to use e-learning tools is determined by two perceptions, i.e. perceived
usefulness and perceived ease of use of e-learning tools (Davis et al.,
1989). Later on, TAM was extended by Venkatesh and Davis (2000) to
include other factors, such as facilitating conditions (i.e. resources and
opportunities for performing behaviors) that emphasize environmental
characteristics. These perceptions and facilitating conditions have been
widely examined, and are robust and powerful in predicting individuals’
acceptance and use of information technology.
In recent years, a growing number of researchers have called for
research that investigates how motivational beliefs explain perceptions
and ICT acceptance (Chen & Tseng, 2012; Chiu & Wang, 2008; Lai
et al., 2012; Liaw & Huang, 2013). The strength of motivational beliefs is
that they emphasize teachers’ personal characteristics, such as general
beliefs towards ICT use based on previous experience (Lai et al., 2018;
Liaw & Huang, 2013). These general motivational beliefs can influence
individuals’ perceptions towards use of specific ICT tools and ICT adop-
tion. Fishbein and Ajzen (1975) proposed that the intention to engage in
particular activities were predicted by their perceptions towards given
activities, and their perceptions could be traced back to the impact of
their general beliefs. In other words, perceptions are the mediators
between more general beliefs and the intention to perform cer-
tain actions.
The expectancy-value theory, one of the most influential motivational
theories, posits that people’s initiation and persistence are determined by
their expectancies of possibilities of success (e.g. self-efficacy), and sub-
jective task values (e.g. utility values, playfulness, and cost) (Wigfield
et al., 2015). The more an individual is confident that s/he can perform
a task, the more enjoyment s/he has in the process, the more important
and useful s/he thinks that the task is, and the less negative aspects of
performing the activity will show up, all of which will contribute to a
higher acceptance of the task. In the context of ICT adoption, positive
personal characteristics, such as self-efficacy beliefs in ICT use, will con-
tribute to positive perceptions (e.g. perceived usefulness and ease of use)
towards specific ICT tools, whereas negative feelings, such as anxiety
may decrease positive perceptions (Chen & Tseng, 2012; Chiu & Wang,
2008; Liaw & Huang, 2013).
532 B. BAI ET AL.

On the other hand, a learning perspective should be made complemen-

tary to TAM in explaining continuance intention. The rationale for the
influence of learning behaviors on continuance intention is that the more
teachers learn about how to use ICT, the more they will use ICT for
teaching. Most teachers are digital immigrants, born and raised before the
digital age, i.e. 1980, who are exposed to ICT at a relatively older age,
compared to digital natives, and may have problems in integrating ICT
with teaching (Hennessy et al., 2005; Prensky, 2001). Presently, multiple
teacher education programs are provided to improve teachers’ competence
in using ICT in teaching, which usually take place in universities for stu-
dent teachers or at the workplace for in-service teachers. While attending
ICT development programs, if teachers believe that they can improve their
ICT competence through learning (i.e. growth mindset), they are more
likely to engage in learning, and their learning behaviors should contribute
to their subsequent continued use. Informed by the literature on students’
academic engagement (Fredricks, Blumenfeld, & Paris, 2004; Pintrich
et al., 1991), it is expected that teachers who possess a growth mindset
and are actively involved in learning ICT will improve their competence
and are more likely to continue the use.

3. Research framework and hypotheses

It is expected that teachers’ continuance intention is jointly determined
by their perceptions towards ICT, their learning of ICT use, motivational
beliefs, and facilitating conditions. Drawing on the literature, we also
proposed that facilitating conditions and motivational beliefs may exert
influence on teachers’ continuance intention through the mediation of

Figure 1. Hypothesized path model of ESL teachers’ continuance intention.

 COMPUTER ASSISTED LANGUAGE LEARNING 533

perceptions and learning behaviors. Our hypothesized model is shown in

Figure 1. Specific hypotheses are introduced below.

3.1. Teachers’ learning behaviors

Two indicators of teachers’ learning behaviors were measured, namely
effort regulation and adaptive help seeking. Effort regulation is an
internal resource management strategy that involves attention regulation,
persistence, and hard work (Fredricks et al., 2004; Pintrich et al., 1991).
Help seeking is an external resource management strategy, which refers
to the ability to use others as a resource to deal with difficulties
(Fredricks et al., 2004; Pintrich et al., 1991). The concepts of effort regu-
lation and help seeking have been quite popular in students’ academic
engagement research. Prior studies have provided consistent and con-
vincing evidence that students’ effort and help seeking are significant
predictors of academic competence (Liem, Lau, & Nie, 2008; Ryan &
Pintrich, 1997). A high achiever is good at regulating attention and will
be persistent when they are faced with difficult tasks. In addition, they
are more likely to actively seek help with their learning when necessary.
By contrast, low achievers are more likely to withdraw effort when they
encounter obstacles. They tend to view help seeking as a sign of low abil-
ity, so they may just skip a problem rather than seeking help from teach-
ers and peers. In the case of teachers, while learning how to use ICT for
teaching, they may need to manage and control their effort, and they
may encounter a situation in which they need help or advice to continue
learning. That is, teachers’ behavioral engagement in learning ICT use
should be associated with their continuance intention of ICT use. Thus,
these two behavioral engagement constructs were involved in the model
as potential predictors.
Hypothesis 1a. Effort regulation positively and directly influences teachers’
continuance intention of ICT use.

Hypothesis 1b. Help seeking positively and directly influences teachers’

continuance intention of ICT use.

Given the absence of previous studies, these two hypotheses are mainly
exploratory.

3.2. Perceptions
Based on TAM research, this study included perceived usefulness and per-
ceived ease of use as two perceptions that influence teachers’ continuance
intention ( Hypotheses 2a and 2b). Perceived usefulness refers to the extent
534 B. BAI ET AL.

to which an individual believes that the tool is helpful for enhancing task
performance (Davis et al., 1989). Perceived ease of use refers to the extent to
which an individual believes that the tool is easy to use (Davis et al., 1989).
These two factors have been found to positively predict continuance inten-
tion in prior studies (Davis et al., 1989; Venkatesh & Davis, 2000).
Furthermore, perceived ease of use has been found to have an indirect effect
on continuance intention through the mediation of perceived usefulness
(Davis et al., 1989; Venkatesh & Davis, 2000). The more an individual feels
that using a tool is free of effort, the more useful the tool can be for the indi-
vidual, which was investigated through hypothesis 2c.
Hypothesis 2a. Perceived usefulness positively and directly influences teachers’
continuance intention of ICT use.

Hypothesis 2b. Perceived ease of use positively and directly influences teachers’
continuance intention of ICT use.

Hypothesis 2c. Perceived ease of use positively and directly influences teachers’
perceived usefulness.

3.3. Motivational beliefs

Motivational beliefs have attracted increasing attention and have been
considered as important predictors of continuance intention (Chen &
Tseng, 2012; Lai et al., 2018; Liaw & Huang, 2013). Self-efficacy, interest
and anxiety are anchored in the expectancy-value theory (Wigfield et al.,
2015; Yeşilyurt, Ulaş, & Akan, 2016). In this study, teachers’ ICT self-
efficacy is their judgment of capacities to successfully use ICT (Liaw &
Huang, 2013; Pajares, 2003). Previous studies have shown that the impact
of self-efficacy on continuance intention was mediated by perceived use-
fulness and perceived ease of use (Chiu & Wang, 2008; Lai et al., 2012).
A higher degree of self-efficacy implies a greater degree of perceived ease
of use and perceived usefulness, which may lead to continuing use of
ICT for teaching. Thus, the following hypotheses were formulated in the
present study:
Hypothesis 3a. ICT self-efficacy positively and directly influences teachers’
perceived ease of use.

Hypothesis 3b. ICT self-efficacy positively and directly influences teachers’

perceived usefulness.

Interest (i.e. perceived enjoyment) is the extent to which the activity is

personally enjoyable. According to the value-expectancy theory, individu-
als are more willing to perform certain behaviors when they experience
 COMPUTER ASSISTED LANGUAGE LEARNING 535

pleasure (Deci & Ryan, 2000; Wigfield et al., 2015). Prior studies have
provided evidence that interest or perceived enjoyment in using ICT is
directly and positively related to teachers’ adoptions of blogs in teaching
(Lai & Chen, 2011), and teachers’ use of e-learning systems in teaching
(Sorebo et al., 2009). Thus, we proposed that teachers who enjoyed using
ICT were more likely to continue to use ICT.
Hypothesis 4. Interest positively and directly influences teachers’ continuance
intention of ICT use.

However, using ICT is not always related to a positive feeling, but

sometimes may bring unpleasant side effects. Research shows that
although teachers can use the basic functions of ICT for presenting or
communications, many still have problems in integrating ICT with
teaching, and some even have computer-related phobia (Hennessy et al.,
2005; Prensky, 2001). In this study, ICT anxiety refers to an unpleasant
feeling related to ICT use. Teachers, as digital immigrants, may have this
emotional fear of using ICT before or during interactions with the com-
puter (Prensky, 2001). They may be afraid of damaging computers or
have a fear of potential low performance (Liaw & Huang, 2013). Prior
studies found that anxiety had a negative impact on perceived ease of
use (Saade & Kira, 2009). Chiu and Wang (2008) found that anxiety also
negatively and directly predicted teachers’ intention to adopt ICT for
teaching. Thus, the following hypotheses were formulated:
Hypothesis 5a. ICT anxiety negatively and directly influences teachers’ perceived
ease of use.

Hypothesis 5b. ICT anxiety negatively and directly influences teachers’

continuance intention.

Additionally, growth mindset, another crucial motivational belief, is

included in this theoretical framework. Growth mindset refers to one’s
perception that ability is malleable and can be developed through effort
(Dweck, 2006). People who view ability as an incremental personal attri-
bute are more likely to make effort and be persistent in improving their
skills, and to adaptively seek help in the face of setbacks. By contrast,
people with a fixed mindset views ability as a fixed entity that cannot be
improved through effort, so they are more likely to withdraw effort
when they experience difficulties. In the context of students’ learning,
many studies have found that growth mindset has a positive impact on
learning engagement (Blackwell et al., 2007; Dweck, 2006). Teachers may
be not proficient in ICT use for teaching, but those with a growth mind-
set will be more engaged in their learning of ICT use. Thus, the follow-
ing hypotheses were proposed:
536 B. BAI ET AL.

Hypothesis 6a. Growth mindset positively and directly influences teachers’

effort regulation.

Hypothesis 6b. Growth mindset positively and directly influences teachers’

help seeking.

3.4. Facilitating conditions

Finally, facilitating conditions have also attracted increasing attention
recently. Whereas motivational beliefs concern personal characteristics,
facilitating conditions highlight the importance of environmental charac-
teristics (Scherer et al., 2019). Facilitating conditions refer to the factors
and resources that support one’s ICT use, such as the technical and
pedagogical support from colleagues and schools (Chiu & Wang, 2008;
Lai et al., 2012). Facilitating conditions were found to foster positive per-
ceptions towards ICT use, such as making ICT easier to use, which can
further lead to ICT adoption (Lai et al., 2012). For example, Scherer
et al.’s (2019) meta-analysis shows that facilitating conditions explained
well perceptions of how easy the use of ICT and how useful the ICT
may be. Other researchers have also called for future research that inves-
tigates its possible indirect effect through perceptions (Chiu & Wang,
2008; McGill & Klobas, 2009). Thus, we proposed the following:
Hypothesis 7. Facilitating conditions positively and directly influence teachers’
perceived ease of use.

4. Methodology
4.1. Context and participants
The Hong Kong Education Bureau requires teachers to use ICT for teach-
ing across all school subjects, which has been gradually implemented from
1998 to now (Education Bureau, 2014). Since the implementation of the
First Strategy on Information Technology in Education from 1998, schools
in Hong Kong have been well-equipped with an ICT infrastructure, and
teachers have received training to develop basic digital skills. Then in 2003,
the Second Strategy was implemented that aimed to enhance teachers’
capacities to use ICT for teaching. The Third Strategy (2007–2013) focused
on continuing to sharpen teachers’ ICT pedagogical skills and assisting
schools to implement school-based ICT development plans. Based on pre-
vious achievements and in response to the changing world, the Fourth
Strategy on Information Technology in Education (2014-now) aimed to
strengthen students’ 21st century skills, such as self-regulated learning,
problem-solving competency, and collaboration, so as to develop students’
 COMPUTER ASSISTED LANGUAGE LEARNING 537

Table 1. Demographic information (N ¼ 156).

Characteristic Number Percentage
Gender
Female 137 88%
Male 19 12%
Age
<30 32 20.5%
30–40 56 35.9%
>40 68 43.6%
Teaching experience
1–5 years 37 23.7%
6–10 years 29 18.6%
11–15 years 22 14.1%
16 years or above 68 43.6%

life-long learning ability. In terms of specific subjects, English language was

one of the key learning areas at all levels of school in Hong Kong (Primary
1 to Primary 6 and Secondary 1 to Secondary 6). The English language edu-
cation key learning area curriculum guide also requires teachers to use ICT
for English teaching in a professional manner across different stages of
schooling (Curriculum Development Council, 2017).
Data were collected from 156 in-service primary school ESL teachers
attending a teacher development program in Hong Kong. In response to the
requirement of the Fourth Strategy, this program was designed primarily for
enhancing English teaching through the use of e-learning tools and fostering
their students’ learning of 21st century skills. There were five workshops,
each lasting 1.5 hours. These workshops introduced the concepts of 21st cen-
tury skills, introduced functions and capabilities of ICT in English education,
provided instructions on integrating e-learning in English classes to foster
students’ self-regulated learning and collaborative learning. The participating
teachers worked in groups to design e-learning activities. Apart from intro-
ducing multiple e-learning tools for ESL teaching, the program specifically
focused on certain applications, and required the teachers to integrate these
applications with English teaching in their specific teaching situations. The
e-learning tools were particularly relevant to major English teaching areas
and could promote students’ self-regulated learning and collaborations, such
as Book Creator for collaborative writing and peer revision, Popplet for
mind mapping and for self-regulated reading and writing, and Google
Classroom for presenting digital resources and monitoring students’ learn-
ing. Table 1 shows the demographic information of the participat-
ing teachers.
The program involved English teachers from 43 primary schools in
Hong Kong. Among the teachers, 19 (12%) were male and 137 (88%)
were female; 32 (21%) were under the age of 30, 56 (36%) were 31–40 of
age, and 68 were over the age of 40 (44%); 37 (23.7%) had 1–5 years’
teaching experience, 29 (18.6%) had 6–10 years’ teaching experience, 22
538 B. BAI ET AL.

(14.1%) had 11–15 years’ teaching experience, and 68 (43.6%) had 16

years’ teaching experience or above.

4.2. Instrument
In Hong Kong, all schools are well equipped with IT resources. Hong Kong
teachers are compelled to develop their teaching skills with the use of e-
learning tools. Especially in English lessons, English teachers are encouraged
to make use a wide range of e-resources and e-learning tools to motivate stu-
dents and enhance teaching and learning effectiveness (Curriculum
Development Council, 2017). However, many English teachers may face
challenges in adopting e-learning tools in teaching, given their busy teaching
schedules and heavy workloads. Some English teachers may revert to trad-
itional teaching methods without sufficient support from the school and
their colleagues although they may still believe that ICT can help enhance
their teaching and students’ learning. Because there may not be a conducive
English environment beyond the classroom in Hong Kong, it is important
for English teachers to use ICT in teaching to improve their teaching effect-
iveness and also motivate their students to learn the language.
In order to better understand some of the issues English teachers
encountered, the questionnaire of the present study involved items on
facilitating conditions, motivational beliefs, perceptions, learning behav-
iors, and continuance intention. In the questionnaire, there was also a
part on the participants’ demographic information. The following scales
and items were adapted from Morris, Davis, and Davis (2003) and Chiu
and Wang (2008), and were modified to fit the context of ESL teaching.
The scales on general interest to use e-learning tools (e.g. ‘Using e-learn-
ing tools is fun’), ICT self-efficacy (e.g. ‘I could complete my teaching
activities using ICT If I had used e-learning tools like them before’),
facilitating conditions (e.g. ‘I heard successful stories on using technology
for learning from colleagues’), perceived usefulness (e.g. ‘Using e-learning
tools improves the quality of my teaching’) and ease of use of ICT in
teaching (e.g. ‘I can fully control the use of e-learning in my teaching’),
and continuance intention (e.g. ‘I will continue to learn and use e-learn-
ing to facilitate my teaching in the future’).
The following scales and items were drawn from the Motivated
Strategies and Learning Questionnaire (Pintrich et al., 1991) and then
modified: help seeking (e.g. ‘I ask the instructor to clarify procedures I
don’t understand well’) and effort regulation (e.g. ‘I make good use of
my time to use e-learning tools in my teaching’). The factor of ICT anx-
iety (e.g. ‘Using e-learning tools makes me feel uncomfortable’) was
revised from Liaw and Huang (2013) and growth mindset (e.g. ‘I can
 COMPUTER ASSISTED LANGUAGE LEARNING 539

learn a lot from my mistakes in using e-learning’) from Dweck (2006).

All the items were measured on a 1–5 Likert scale, ranging from
‘completely disagree’ to ‘completely agree’. The Cronbach’s alpha values of
the questionnaire scales ranged from .83 to .93, well within the accept-
able range.
Initially, all the questionnaire items were adapted and worded by the
researchers in the project, who were experts in ICT and/or ESL teaching.
Then, three primary school English teachers, who were experienced with
ICT use in ESL teaching, were invited to assess the content validity of
the questionnaire. Discussions for refining the questionnaire items were
held until both the researchers and the teachers felt the items were
appropriate for English teachers in Hong Kong. Prior to the question-
naire administration, the participating teachers received a briefing
regarding the study. They were told that the study was about the rela-
tionships between their motivational beliefs, ICT learning behaviors,
facilitating conditions, perceptions towards ICT use, and their intention
to continue with ICT use in ESL teaching. All the questions were related
to the e-learning tools for ESL teaching they were exposed to in the
workshops. Appendix A provides more information on each construct
and its items. For brevity, the wordings about ESL teaching in the ori-
ginal questionnaire were removed from Appendix A.

4.3. Data analyses

Confirmatory factor analysis was first performed to examine the meas-
urement model with Mplus (Muthen & Muthen, 1998). Second, we car-
ried out demographic analysis and bivariate correlation analysis. Third,
we used a structural equation modeling approach to investigating how
multiple factors may explain teachers’ continuance intention. Multiple fit
indices were used to evaluate the fit of the measurement model and
structural model, including the chi-square value per degree of freedom,
root mean square error of approximation (RMSEA), the Tucker–Lewis
index (TLI), and comparative fit index (CFI). According to Rigdon
(1995), an acceptable (excellent) model should have a CFI and a TLI
value exceeding .90 (.95), a RMSEA value less than .08 (.05), and chi-
square value per degree of freedom less than 3.00 (2.00).

5. Results
5.1. Analysis of the measurement model
We posited a ten-factor measurement model with all the factors being
allowed to correlate freely with each other. The model fit was excellent:
540 B. BAI ET AL.

Table 2. Bivariate correlations of variables.

FC ANX SEF GRM INT PU PEU ETR HP CON
FC — 　 　 　 　 　 　 　 　 　
ANX -.33 —　 　 　 　 　 　 　 　 　
SEF .66 -.21 —　 　 　 　 　 　 　 　
GRM .31 -.24 .23 —　 　 　 　 　 　 　
INT .65 -.42 .78 .30 —　 　 　 　 　 　
PU .59 -.21 .78 .18 .72 —　 　 　 　 　
PEU .85 -.41 .65 .31 .67 .57 —　 　 　 　
ETR .32 -.11 .26 .63 .26 .22 .27 —　 　 　
HP .26 -.09 .24 .70 .23 .19 .25 .72 —　 　
CON .46 -.40 .48 .33 .60 .52 .53 .26 .29 —
Mean 2.82 3.14 3.21 3.33 3.48 3.26 2.88 3.01 3.33 3.63
SD 0.83 1.05 0.78 0.71 0.87 0.79 0.91 0.67 0.76 0.91
FC: Facilitating conditions; ANX: ICT anxiety; SEF: ICT self-efficacy; GRM: growth mindset; INT: interest; PU:
perceived usefulness; PEU: perceived ease of use; ETR: effort regulation; HP: help seeking; CON: continu-
ance intention.
p < .05. p < .01. Two tailed significance.

CFI ¼ .96, TLI ¼ .95, RMSEA ¼.05, 95% CI [.04, .060], SRMR ¼ .05,
and v2/d.f. ¼ 1.42 (p < .01). All factor loadings were greater than .70
(p < .001), except that one item of effort regulation had a factor loading
of .60. Additionally, the Cronbach’s alpha scores (see Appendix A) for
all factors ranged from .83 to .94. The results showed that our instru-
ment had satisfactory measurement properties.

5.2. Correlation analyses

As shown in Table 2, all the factors in this study were related to continu-
ance intention. Interest was most associated with continuance intention
(r ¼ .60), followed by perceived ease of use (r ¼ .53), and perceived use-
fulness (r ¼ .52). Anxiety was negatively related to continuance intention
(r ¼ .40). Additionally, the two perceptions, i.e. perceived ease of use
and perceived usefulness, were positively related to each other (r ¼ .57).
Regarding the learning perspective, teachers’ growth mindset was signifi-
cantly and highly related to their learning behaviors, namely effort regu-
lation (r ¼ .63) and help seeking (r ¼ .70). The two learning behaviors,
effort regulation (r ¼ .26) and help seeking (r ¼ .29) were positively
related to continuance intention. The two learning behaviors were also
highly associated with each other (r ¼ .72).

5.3. Analysis of the structural model

The structural model had a CFI value of .98, a TLI value of .96, a SRMR
value of .040, and a RMSEA value of .07, 95% CI [.034, .109], and v2/d.f.
¼ 1.83 (p ¼ .012), suggesting an acceptable model. The data supported
11 out of 13 of the hypothesized paths. Figure 2 shows the results of the
 COMPUTER ASSISTED LANGUAGE LEARNING 541

Figure 2. The final model.

structural model. Concerning the impact on perceptions, facilitating con-

ditions (H7, c ¼ .72, p < .001), ICT self-efficacy (H 3a, c ¼ .14, p ¼
.008), and ICT anxiety (H 5a, c ¼ .15, p <.001) significantly predicted
perceived ease of use. That means more technical and pedagogical sup-
port from colleagues and schools, a higher degree of beliefs of capabil-
ities to use ICT, and less anxiety in using ICT, can contribute to a
higher degree of beliefs that specific ICT tools are easy to use for teach-
ing. Further, perceived ease of use (H 2c, b ¼ .15, p ¼ .018), and ICT
self-efficacy (H 3b, c ¼ .68, p < .001) significantly predicted perceived
usefulness. When the teachers felt that using specific ICT tools in teach-
ing was free of effort, and believed in their abilities to use ICT tools,
they were more likely to perceive that using specific ICT tools would
enhance their teaching performances.
Concerning the impact on learning behaviors, growth mindset pre-
dicted both help seeking (H 6b, c ¼ .70, p < .001) and effort regulation
(H 6a, c ¼ .63, p < .001). Finally, interest (H4, c ¼ .27, p ¼ .009), per-
ceived usefulness (H 2a, b ¼ .18, p ¼ .037), and help seeking (H 1b, b ¼
.18, p ¼ .036) positively predicted continuance intention, whilst anxiety
negatively predicted continuance intention (H 5b, b ¼ .18, p ¼ .007).
These findings suggest that the teachers who were interested in using
ICT tools and those who felt that ICT tools were useful in ESL teaching
were more likely to continue using ICT tools for teaching. Meanwhile,
the teachers who would seek help in the face of setbacks and those who
had less anxiety in using ICT tools also showed more inclination for
continuance intention with ICT use. Although perceived ease of use
(H 2b) and effort regulation (H 1a) showed a positive impact on con-
tinuance intention, the results were not statistically significant.
 542
B. BAI ET AL.

Table 3. Effects of variables on ESL teachers’ continuance intention.

Effort Help- Perceived Perceived Continuance
regulation seeking ease of use usefulness intention
Direct Indirect Direct Indirect Direct Indirect Direct Indirect Direct Indirect
effects effects effects effects effects effects effects effects effects effects
Growth .632 — .699 — — — — — — .104
mindset
Facilitating conditions — — — — .716 — — — — .019
ICT anxiety — — — — -.153 — — — -.184 -.004
ICT self-efficacy — — — — .137 — .679 — .142
Interest — — — — — — — — .266 —
Effort regulation — — — — — — — — .032 —
Help-seeking — — — — — — — — .178 —
Perceived ease of use — — — — — — .150 .147 .027
Perceived usefulness — — — — — — — — .179 —
Total effects (R2) .399 — .488 — .760 — .610 — .435 —
Note. p < .05. p < .01. p < .001. Two tailed significance.
 COMPUTER ASSISTED LANGUAGE LEARNING 543

Table 3 presents the direct and indirect effects between the variables
in the hypothesized model. The model explained 76% of the variance in
perceived ease of use, 61% of the variance in perceived usefulness, 49%
of the variance in help seeking, 40% of the variance in effort regulation,
and 44% of the variance in continuance intention. The results indicated
that interest and ICT anxiety were the most powerful predictors.
Additionally, growth mindset and help seeking were unignorable factors.

6. Discussion
This study aimed to investigate the factors which may contribute to ESL
teachers’ continuance intention of using ICT for teaching. More specific-
ally, a hypothesized model was tested, in which facilitating conditions
and motivational beliefs were related to continuance intention, but medi-
ated by perceptions and learning behaviors. Most hypotheses (85%) in
the model were supported, accounting for 44% of the total variance in
teachers’ continuance intention.
This study advances our understanding of continuance with use of
ICT for teaching in several ways. First, it contributes to an overall under-
standing of the importance of motivational beliefs, facilitating conditions,
learning behaviors, and perceptions as predictors of continuance inten-
tion. The present study adds to the limited existing research examining
the impact of multiple factors on teachers’ continuance intention.
Second, it extends the previous studies on ICT adoption by adding
teachers’ learning of ICT as a new factor, which was examined to see
how it may work together with other factors. The results suggest that
teachers’ help seeking in learning ICT use is important in explaining
their continuance intention. Third, whereas most previous studies
included teachers from different subjects, this study focused on a specific
group of participants, i.e. primary school ESL teachers, and examined
how various factors predicted continuance intention.
In line with the TAM theory, this study confirmed that both perceived
ease of use and perceived usefulness were positively associated with ESL
teachers’ continuance intention (Davis et al., 1989; Liu et al., 2017). One
controversial issue is that some studies have shown that perceived ease
of use has both significant direct and indirect impacts on continuance
intention (Scherer et al., 2019). For instance, focusing on 202 English as
a foreign language (EFL) teachers in China, Liu et al. (2017) also found
that the teachers’ perceptions of ICT usefulness and ease of use predicted
their intention to use ICT. The effect of perceived ease of use was not
significant in the present study. However, the nonsignificant effect of
perceived ease of use on continuance intention was consistent with that
544 B. BAI ET AL.

of Wang and Wang (2009). Some researchers posited that teachers are
not likely to use ICT for teaching simply because it is free of effort.
Especially for experienced teachers, their concerns of perceived useful-
ness should surpass ease of use (van Raaij & Schepers, 2008; Wang &
Wang, 2009). Another possible reason for the absence of a direct effect
of perceived ease is the controlling of shared variance with the other var-
iables, such as interest and anxiety. Correlation analysis (see Table 2)
showed that perceived ease of use and continuance intention were rela-
tively highly associated (r ¼ .53). However, when perceived ease of use
and the other factors were analyzed together in the model, the correl-
ation decreased. Perceived ease of use is based on an experience of using
ICT which is free of effort (Venkatesh & Davis, 2000), while anxiety is
related to prior unpleasant experience and interest is based on pleasant
experience (Celik & Yesilyurt, 2013). Thus, anxiety and interest have the
potential to neutralize the effect of perceived ease of use.
Teachers’ learning of ICT use, operationalized as effort regulation and
help seeking, was proposed as a determinant of teachers’ continuance
intention in the present research. Despite its importance, the role of teach-
ers’ learning behaviors on their ICT adoption has received little to no atten-
tion in previous studies. This study filled the research gap by showing that
help seeking positively predicted continuance intention. That is, the more
adaptive help seeking behaviors the teachers had, the more likely they
would use ICT for future teaching. It is inevitable that teachers, most of
whom are digital immigrants, will encounter problems in using ICT, so
they need assistance or advice on how to use ICT in teaching (Ryan &
Pintrich, 1997). Teachers who actively seek hints about the solutions to
problems on ICT use are more likely to continue to use ICT.
However, effort regulation failed to predict the teachers’ continuance
intention. One possible reason is that in the context of ICT learning, most
knowledge and skills are procedural knowledge about how to use software
and applications, so teachers do not need to use cognitive processes on a
deep level, such as persisting on a difficult task or blocking out distractors.
Other learning behaviors, such as rehearsal and elaboration that facilitate
storing information into memory may better contribute to ICT continu-
ance intention (Pintrich et al., 1991). More future research is needed to
identify what learning behaviors can particularly contribute to (ESL) teach-
ers’ ICT adoption. Growth mindset predicted the teachers’ learning of ICT
use, which in turn predicted continuance intention. As one of the motiv-
ational beliefs, growth mindset has gained increasing attention in motiv-
ational research but was seldom adopted in ICT acceptance research
(Dweck, 2006). The present study demonstrated that growth mindset posi-
tively predicted adaptive help seeking behaviors and effort regulation. That
 COMPUTER ASSISTED LANGUAGE LEARNING 545

means teachers who believe that ability is incremental are more likely to
engage in learning behaviors so as to promote their ICT skills. The positive
relationship between growth mindset and learning behaviors among the
ESL teachers is consistent with the findings of previous studies on students
(Dweck, 2006; Fredricks et al., 2004).
Among the other three motivational beliefs, interest was found to have
a significant direct and positive effect on continuance intention. This is
in alignment with previous findings on the importance of interest in pre-
dicting ICT acceptance (Lai & Chen, 2011; Sorebo et al., 2009). When
the teachers felt enjoyable in using ICT, they were more likely to continue
to use ICT for teaching. Anxiety had both direct and indirect effect on con-
tinuance intention. This finding confirmed anxiety as a negative predictor.
The results suggest that more positive feeling or a less negative feeling will
lead to higher continuance intention. ICT self-efficacy had an indirect
effect on continuance intention through the mediation of perceptions.
Some previous studies have also demonstrated that self-efficacy is positively
related to perceived usefulness and perceived ease of use (Chiu & Wang,
2008; Lai et al., 2012). The impact of ICT anxiety and self-efficacy on con-
tinuance intention through perceptions confirmed that perceptions served
as important mediators for the indirect relationships between general
motivational beliefs and perceptions towards specific ICT tools.
Finally, as hypothesized, facilitating conditions had a positive impact
on perceived ease of use. When the teachers felt that they could receive
technical and pedagogical support from others, they were more likely to
believe that using ICT was free of effort. This finding is in line with pre-
vious studies that have noted the importance of organizational support
(i.e. organizational resources and support structures) for teachers’ ICT
use (Chiu & Wang, 2008; Lai et al., 2012). This finding underlines the
responsibilities of schools in providing supporting structural, pedagogical
and technological resources, and decreasing barriers to support teachers’
ICT use (Bai & Lo, 2018; Liaw & Huang, 2013).

7. Implications, limitations, and conclusion

This study has important implications for designing teacher professional devel-
opment programs that aim to enhance their teaching with e-learning tools.
First, the findings highlight the importance of motivational beliefs, i.e. teachers’
ICT self-efficacy, interest, and ICT anxiety. One of the objectives of teacher
professional development programs should be to promote teachers’ confidence
and to decrease their anxiety in using computers and applications, e.g. promot-
ing mastery and successful experiences and recognizing teachers’ improve-
ment. For example, it may be effective to praise and give positive feedback
546 B. BAI ET AL.

(‘Do not worry, you have made great improvement’). In order to increase
teachers’ perceived enjoyment, interesting tasks should be offered to reduce
monotony in using ICT, and ICT tools should also be designed with interesting
features. Second, perceptions are another important driving force. Among
multiple tools, teachers should be provided with relatively user-friendly ones
that can be used and adopted easily. The benefits of using ICT experienced by
teachers in on-site courses should be highlighted in teacher professional devel-
opment programs. Comparisons and differences between teaching with ICT
and traditional teaching without ICT should also be made clear. ICT instruc-
tors can explicitly show teachers the scientific evidence about how students
learn a subject with e-learning tools successfully, e.g. the benefits of computer-
assisted mind mapping on students’ English reading (Liu et al., 2010).
Specifically, in the ESL domain, ICT tools should be introduced in relation to
the major language learning areas. ICT instructors also can invite some teach-
ers to share their successful experiences in employing ICT tools to help English
learners. Third, given the important role of growth mindset and adaptive help
seeking, teachers should be oriented to develop an incremental view of ICT use
ability. It is effective to encourage continuance by attributing ICT performance
to effort rather than previous ability. That is, the ability of ICT use in teaching
is not fixed, but can be developed through learning. Teachers can also be div-
ided into groups to facilitate collaborative learning and help-seeking among
themselves. Especially, it is extremely important to offer effective and timely
help when teachers fail to implement an ICT tool.
There are several limitations in this study. First, the data were cross-sec-
tional. Although the literature provides evidence for the hypothesized predict-
ing effect, future studies with a longitudinal or experimental design are
needed to establish causal claims. Second, the present study did not assess
teachers’ actual use of ICT tools in immediate and delayed ways. Although
continuance intention has been widely used as an index of ICT adoption,
teachers’ self-reports may be different from their actual behaviors. Future
research should assess teachers’ actual frequency and quality of subsequent
ICT use through observations to investigate how multiple factors can explain
ICT adoption. Third, the present study has a relatively small sample size. The
findings should be interpreted with caution. Future studies should consider
involving a larger sample size to ascertain the generalizability of the findings.
In summary, the present study proposed a model to investigate ESL
teachers’ continuance intention to use ICT in teaching through synthe-
sizing different theories, i.e. the TAM, the value-expectancy theory, and a
learning perspective. The study investigated the determinants (i.e. motiv-
ational beliefs, ICT learning behaviors, facilitating conditions, and per-
ceptions towards ICT use) of continuance intention among primary
school ESL teachers in Hong Kong. The results highlight the critical role
 COMPUTER ASSISTED LANGUAGE LEARNING 547

of teachers’ adaptive help seeking, in addition to perceptions (i.e. per-

ceived ease of use and perceived usefulness) in predicting continuance
intention. Adaptive help seeking mediated the impact of growth mindset
on continuance intention. Perceptions mediated the impact of facilitating
conditions, ICT anxiety, and ICT self-efficacy on continuance intention.
Additionally, interest was found to have a direct and positive effect,
while anxiety had a direct and negative effect. In order to enhance
English teachers’ professional development with regard to use of e-learn-
ing tools, the determinants of continuance intention with ICT use and
how these determinants may interact to impact English teachers’ con-
tinuance intention should be made clear to English teachers through pro-
fessional workshops. English teachers should realize that their successful
adoption and use of e-learning tools do not only depend on their know-
ledge of the e-learning tools but also their motivational beliefs, percep-
tions and learning behaviors.

Acknowledgements
The authors would like to thank Dr. Wenjuan Guo from East China Normal University
for her help with the development of an earlier version of the questionnaire.

Disclosure statement
No potential conflict of interest was reported by the authors.

ORCID
Barry Bai http://orcid.org/0000-0002-2124-5061
Jing Wang http://orcid.org/0000-0002-9262-5133
Ching-Sing Chai http://orcid.org/0000-0002-6298-4813

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Appendix A
Summary of measurement scales

Std. Standard
Construct Items Mean dev. loading
Facilitating conditions (Cronbach’s alpha ¼ .90)
Colleagues share useful technologies. 2.97 .876 0.877
Most current school leaders encourage using technology for teaching. 2.90 .888 0.9
I heard successful stories on using technology for learning 2.59 .950 0.859
from colleagues.
General ICT anxiety (Cronbach’s alpha ¼ .93)
Using e-learning tools makes me feel uncomfortable. 2.17 1.061 0.948
Using e-learning tools makes me feel anxious. 2.40 1.179 0.885
Using e-learning tools makes me feel bad. 2.14 1.074 0.931
General ICT self-efficacy (Cronbach’s alpha ¼ .91) (I could complete my teaching activities using ICT … )
If I had used e-learning tools like them before. 3.11 .847 0.861
If I had e-learning tools manuals for reference. 3.31 .870 0.788
If I had seen someone else using them before trying it myself. 3.21 .865 0.873
If I had just the built-in help facility for assistant. 3.22 .906 0.886
General interest (Cronbach’s alpha ¼ .90)
I am interested in using e-learning tools. 3.49 .954 0.824
Using e-learning tools is fun. 3.65 .927 0.858
I enjoy using e-learning tools. 3.30 .973 0.922
Perceived ease of use (Cronbach’s alpha ¼ .91)
I can fully control the use of e-learning in my teaching. 2.84 1.019 0.802
I can communicate with my students and send my teaching materials via 2.92 .981 0.78
e-learning tools.
It is easy for me to become skillful in using e-learning. 2.97 1.025 0.922
Learning to operate e-learning tools is easy for me. 2.80 1.025 0.93
Perceived usefulness (Cronbach’s alpha ¼ .92)
Using e-learning tools improves the quality of my teaching. 3.42 .787 0.836
Using e-learning tools increases my work efficiency as a teacher. 3.22 .925 0.919
Using e-learning tools makes my work easier as a teacher. 3.17 .886 0.887
Using e-learning tools benefits all teachers. 3.24 .911 0.824
Growth mindset (Cronbach’s alpha ¼ .83)
I can learn a lot from my mistakes in using e-learning. 3.40 .785 0.73
I like to challenge myself in using e-learning. 3.17 .841 0.803
I can improve using e-learning tools by paying more efforts. 3.42 .812 0.88
(continued)
 COMPUTER ASSISTED LANGUAGE LEARNING 551

Appendix A. Continued.
Std. Standard
Construct Items Mean dev. loading
Effort regulation (Cronbach’s alpha ¼ .84)
I make good use of my time to use e-learning tools in my teaching. 3.04 .806 0.77
I spend much time on e-learning tools. 2.85 .818 0.77
I find that I concentrate on using e-learning tools. 2.83 .788 0.821
I work hard to use e-learning tools well even though I don’t like them. 3.04 .798 0.757
Even when e-learning tools are difficult to use, I will not give up. 3.27 1.012 0.593
Help seeking (Cronbach’s alpha ¼ .88)
Even if I have trouble learning the e-learning tools, I did not seek help 3.38 .882 0.771
from others (reversed).
I ask the instructor to clarify procedures I don’t understand well. 3.19 .895 0.831
When I can’t understand the material in the program, I ask peers for help. 3.21 .825 0.906
I try to identify people whom I can ask for help if necessary. 3.53 .919 0.734
Continuance intention (Cronbach’s alpha ¼ .92)
I will continue to learn and use e-learning to facilitate my teaching in 3.76 .932 0.92
the future.
I will continue to use e-learning as a tool for my teaching in the future. 3.63 .952 0.876
I expect to continue using e-learning in my teaching in the future. 3.63 .951 0.934
It is likely that I will continue using e-learning in my teaching in 3.60 .941 0.866
the future.