An Exploration of English Teachers’ Resistance to Technological Innovation
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The purpose of this study is to identify and analyze English teachers’ intention to resist technological innovation in their classrooms. To reach the research goal, the study proposes a research model and hypotheses that focus on innovation characteristics (low compatibility, information overload, economic risk, and functional risk) and English teachers’ characteristics (lack of self-efficacy, attitude, and habit) with a positive impact on intention to resist technological innovation. This study uses a survey approach to collect necessary data for analysis. For a period of five months, a total of 57 valid data from English teachers at middle and high schools were analyzed using SPSS 22.0 to test the proposed hypotheses. The results show that all proposed constructs except for lack of self-efficacy were found to have a significant influence on the degree of resistance to innovation among these English teachers. The findings provide a clear understanding of teachers’ resistance behaviors and offer suggestions for testable propositions in this neglected perspective of educational technology research. The contributions and implications of the study are discussed with respect to the future approach to resistance to technology-enhanced language learning environments.
Abstract
The purpose of this study is to identify and analyze English teachers’ intention to resist technological innovation in their classrooms. To reach the research goal, the study proposes a research model and hypotheses that focus on innovation characteristics (low compatibility, information overload, economic risk, and functional risk) and English teachers’ characteristics (lack of self-efficacy, attitude, and habit) with a positive impact on intention to resist technological innovation. This study uses a survey approach to collect necessary data for analysis. For a period of five months, a total of 57 valid data from English teachers at middle and high schools were analyzed using SPSS 22.0 to test the proposed hypotheses. The results show that all proposed constructs except for lack of self-efficacy were found to have a significant influence on the degree of resistance to innovation among these English teachers. The findings provide a clear understanding of teachers’ resistance behaviors and offer suggestions for testable propositions in this neglected perspective of educational technology research. The contributions and implications of the study are discussed with respect to the future approach to resistance to technology-enhanced language learning environments.
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