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題名 探討以英語為外語教師對線上教學之焦慮感知
Exploring EFL Teachers’ Perceptions of Anxiety Towards Online Teaching
作者 蔡雅惠
Tsai, Ya-Hui
貢獻者 陳怡蓁<br>鍾曉芳
Chen, Yi-Chen<br>Chung, Siaw-Fong
蔡雅惠
Tsai, Ya-Hui
關鍵詞 以英語為外語教學
線上教學
科技焦慮感知
嚴重特殊傳染性肺炎
EFL teaching
Online teaching
Perceived technology anxiety
COVID-19
日期 2024
上傳時間 1-二月-2024 11:49:22 (UTC+8)
摘要 本研究聚焦在台灣以英語為外語（EFL）教師因應嚴重特殊傳染性肺炎期間調整為線上教學過程所經歷的科技焦慮感知。本研究以兩個關鍵問題為引導，首先，了解台灣英語教師在線上教學中科技引起的焦慮程度，並調查此焦慮感知如何影響線上教學體驗；其次是探討產生的教育意涵。研究中透過問卷和統計分析審視各種關鍵指標,確定教師的科技焦慮感知(PTA)與科技使用的態度(ATU)、行為意圖(BI)、便利條件(FC)、網路品質(IQ)、操作容易性(PEU)、操作有用性(PU)、科技複雜性(TC)和科技品質(TQ)變因的關聯。研究結果顯示，正向使用態度、強烈行為意圖與較低的科技焦慮感知有關聯。改進便利條件、網路品質、操作有用性和容易性可減少焦慮。但科技複雜性增加會引起焦慮。性別、年齡、教學年級和地理位置增添了教育與科技整合挑戰的複雜性。線上教學同時面臨學生參與度和電腦熟練程度的困境。這項研究著重在因嚴重特殊傳染性肺炎對台灣英語教師及相關焦慮的深遠影響。透過揭開科技引起的焦慮，此研究幫助教師更加了解持續變化的線上教學並提供因應對策。
The study focuses on the technology anxiety experienced by Taiwanese EFL teachers during online instruction, concentrating on their approaches to the difficulties brought by the COVID-19 pandemic. This research is guided by two key questions: first, to find out to what extent Taiwanese EFL teachers identify technological anxiety in online teaching and investigate how this perceived anxiety affects online teaching experiences; second, to explore its educational implications. Employing questionnaire survey and statistical analysis, the study scrutinizes various key variables. It identifies correlations between the perceived technology anxiety (PTA) of teachers and their attitudes toward technology (ATU), perceived ease of use (PEU), behavioral intentions (BI), Internet quality (IQ), perceived usefulness (PU), technology quality (TQ), technology complexity (TC), and facilitating conditions (FC). The findings suggests that positive ATU and strong BI correlate with lower PTA, while improved FC, IQ, PU, and PEU also reduce PTA. However, increased TC raises anxiety. Gender, age, teaching grade, and geographical location add complexities to technology integration challenges in education, while online teaching faces major difficulties related to student engagement and computer proficiency. This research emphasizes the profound impact of the pandemic on the teaching profession and its associated anxiety. By shedding light on the dynamics of technology-induced anxiety, this study helps teachers in understanding the ever-changing online education and gives applicable techniques.
參考文獻 Adeyemo, S., Adedoja, G., & Adelore, O. (2013). Mobile Technology: Implications of its Application on Learning. Open Praxis, 5. https://doi.org/10.5944/openpraxis.5.3.68 Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169 Amoroso, D. L., & Cheney, P. H. (1991). Testing a Causal Model of End-user Application Effectiveness. Journal of Management Information Systems, 8(1), 63–89. Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. The World Bank Research Observer, 36(1), 1–40. https://doi.org/10.1093/wbro/lkab003 Bailey, D. R., & Almusharraf, N. (2022). A Structural Equation Model of Second Language Writing Strategies and their Influence on Anxiety, Proficiency, and Perceived Benefits with Online Writing. Education and Information Technologies, 27(8), 10497–10516. https://doi.org/10.1007/s10639-022-11045-0 Bervell, B., & Umar, I. N. (2020). Blended Learning or Face-to-face? Does Tutor Anxiety Prevent the Adoption of Learning Management Systems for Distance Education in Ghana? Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 159–177. https://doi.org/10.1080/02680513.2018.1548964 Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002 Breen, R., Lindsay, R., Jenkins, A., & Smith, P. (2001). The Role of Information and Communication Technologies in a University Learning Environment. Studies in Higher Education - STUD HIGH EDUC, 26, 95–114. https://doi.org/10.1080/03075070123233 Briesmaster, M., & Briesmaster-Paredes, J. (2015). The Relationship Between Teaching Styles and NNPSETs’ Anxiety Levels. System, 49, 145–156. https://doi.org/10.1016/j.system.2015.01.012 Chen, K. T. (2012). Elementary EFL Teachers’ Computer Phobia and Computer Self-Efficacy in Taiwan. Turkish Online Journal of Educational Technology - TOJET, 11(2), 100–107. Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results [Thesis, Massachusetts Institute of Technology]. https://dspace.mit.edu/handle/1721.1/15192 Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008 Desouky, D., & Allam, H. (2017a). Occupational Stress, Anxiety and Depression among Egyptian Teachers. Journal of Epidemiology and Global Health, 7(3), 191–198. https://doi.org/10.1016/j.jegh.2017.06.002 Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals, 53(2), 314–319. https://doi.org/10.1111/flan.12452 Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behaviour: An Introduction to Theory and Research. Addison-Wesley Publishing Co, Inc., Boston. (Vol. 27) Gacs, A., Goertler, S., & Spasova, S. (2020). Planned Online Language Education Versus Crisis-prompted Online Language Teaching: Lessons for the Future. Foreign Language Annals, 53(2), 380–392. https://doi.org/10.1111/flan.12460 Gutentag, T., & Asterhan, C. S. C. (2022). Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19. Frontiers in Psychology, 13, 802520. https://doi.org/10.3389/fpsyg.2022.802520 Hofmann, S. G., & Hinton, D. E. (2014). Cross-Cultural Aspects of Anxiety Disorders. Current Psychiatry Reports, 16(6), 450. https://doi.org/10.1007/s11920-014-0450-3 Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317 Hsieh, C.-Y. (2023). Research on Online Inclusive Education in Taiwan in the era of COVID-19. International Journal of Inclusive Education, 1–27. https://doi.org/10.1080/13603116.2023.2216230 Huang, F., Teo, T., & Zhou, M. (2019). Factors Affecting Chinese English as a Foreign Language Teachers’ Technology Acceptance: A Qualitative Study. Journal of Educational Computing Research, 57(1), 83–105. https://doi.org/10.1177/0735633117746168 Koutsimani, P., Montgomery, A., & Georganta, K. (2019). The Relationship Between Burnout, Depression, and Anxiety: A Systematic Review and Meta-analysis. Frontiers in Psychology, 10, 284. https://doi.org/10.3389/fpsyg.2019.00284 Li, X., Lan, W., & Williams, A. (2021). The Scale of Online Course Anxiety: Assessing College Students’ Anxiety in Online Courses. Online Learning, 25(4). https://doi.org/10.24059/olj.v25i4.2505 Liu, M., & Wu, B. (2021). Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers. SAGE Open, 11(2), 21582440211016556. https://doi.org/10.1177/21582440211016556 Liu, M., & Yi, Y. (2020). Anxiety and Stress in In-service Chinese University Teachers of Arts. International Journal of Higher Education, 9(1), 237. https://doi.org/10.5430/ijhe.v9n1p237 Masrom, M. (2007). Technology acceptance model and E-learning. 12th International Conference on Education, 21. Merc, A. (2011). Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry. In Online Submission (Vol. 2, Issue 4, pp. 80–94). https://eric.ed.gov/?id=ED537806 Moorhouse, B. L., Li, Y., & Walsh, S. (2023). E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons. RELC Journal, 54(1), 114–128. https://doi.org/10.1177/0033688220985274 Olaniran, S. O., Duma, M. a. N., & Nzima, D. R. (2017). Assessing the Utilization Level of E-Learning Resources among ODL Based Pre-Service Teacher Trainees. Electronic Journal of E-Learning, 15(5), 384–394. http://academic-conferences.org/ejournals.htm Parsons, J. S. (1973). Assessment of anxiety about teaching using the teaching anxiety scale: Manual and research report. https://eric.ed.gov/?id=ED079330 Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skills Training. MIS Quarterly, 25(4), 401–426. https://doi.org/10.2307/3250989 Rosen, L. D., Sears, D. C., & Weil, M. M. (1987). Computerphobia. Behavior Research Methods, Instruments, & Computers, 19(2), 167–179. https://doi.org/10.3758/BF03203781 Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202–218. Spielberger, C. D. (2010). Test Anxiety Inventory. In The Corsini Encyclopedia of Psychology (pp. 1–1). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470479216.corpsy0985 Teo, T. (2009). Modelling Technology Acceptance in Education: A Study of Pre-service Teachers. Computers & Education, 52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006 Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the Influences That Explain Intention to Use Technology Among English Teachers in China. Interactive Learning Environments, 26(4), 460–475. https://doi.org/10.1080/10494820.2017.1341940 Triandis, H. C. (1980). Values, attitudes, and interpersonal behavior. Nebraska Symposium on Motivation. Nebraska Symposium on Motivation, 27, 195–259. Trang, T. T. T(2012). A Review of Horwitz, Horwitz and Cope’s Theory of Foreign Language Anxiety and the Challenges to the Theory. English Language Teaching, 5(1), p69. https://doi.org/10.5539/elt.v5n1p69 Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal Computing: Toward a Conceptual Model of Utilization. MIS Quarterly, 15(1), 125–143. https://doi.org/10.2307/249443 Tum, D. O. (2012). Feelings of Language Anxiety Amongst Non-native Student Teachers. Procedia - Social and Behavioral Sciences, 47, 2055–2059. https://doi.org/10.1016/j.sbspro.2012.06.948 Wang, C., Zhao, H., & Zhang, H. (2020). Chinese College Students Have Higher Anxiety in New Semester of Online Learning During COVID-19: A Machine Learning Approach. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.587413 Wang, X., & Zhang, W. (2021). Psychological Anxiety of College Students’ Foreign Language Learning in Online Course. Frontiers in Psychology, 12, 598992. https://doi.org/10.3389/fpsyg.2021.598992 Wolfe, D. M. (1957). Self-expression: The Heart of Language Arts. Elementary English, 34(7), 450–455. Yazıcı, H., & Altun, F. (2013). Conditions of Beginning Teaching and Anxiety Perceived in Teacher Candidates. Procedia - Social and Behavioral Sciences, 93, 974–977. https://doi.org/10.1016/j.sbspro.2013.09.313 Ybarra, R., & Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. The Internet TESL Journal, 4(3). http://iteslj.org/Articles/Ybarra-Technology.html Yeşilçınar, S., & Erdemir, N. (2023). Are Enjoyment and Anxiety Specific to Culture? An Investigation into the Sources of Turkish EFL Learners’ Foreign Language Enjoyment and Anxiety. Innovation in Language Learning and Teaching, 17(2), 453–468. https://doi.org/10.1080/17501229.2022.2063295 Yi, J., Chen, I.-H., Lin, C.-Y., Li, C.-C., Liao, X.-L., Wei, Z.-H., & Gamble, J. H. (2021). The Effect of Primary and Middle School Teachers’ Problematic Internet Use and Fear of COVID-19 on Psychological Need Thwarting of Online Teaching and Psychological Distress. Healthcare (Basel, Switzerland), 9(9), 1199. https://doi.org/10.3390/healthcare9091199 Yueh, H.-P., & Hsu, S. (2008). Designing a learning management system to support instruction. Communications of the ACM, 51(4), 59–63. https://doi.org/10.1145/1330311.1330324
描述 碩士
國立政治大學
英語教學碩士在職專班
110951020
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951020
資料類型 thesis
dc.contributor.advisor 陳怡蓁<br>鍾曉芳zh_TW
dc.contributor.advisor Chen, Yi-Chen<br>Chung, Siaw-Fongen_US
dc.contributor.author (作者) 蔡雅惠zh_TW
dc.contributor.author (作者) Tsai, Ya-Huien_US
dc.creator (作者) 蔡雅惠zh_TW
dc.creator (作者) Tsai, Ya-Huien_US
dc.date (日期) 2024en_US
dc.date.accessioned 1-二月-2024 11:49:22 (UTC+8)-
dc.date.available 1-二月-2024 11:49:22 (UTC+8)-
dc.date.issued (上傳時間) 1-二月-2024 11:49:22 (UTC+8)-
dc.identifier (其他 識別碼) G0110951020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149675-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 110951020zh_TW
dc.description.abstract (摘要) 本研究聚焦在台灣以英語為外語（EFL）教師因應嚴重特殊傳染性肺炎期間調整為線上教學過程所經歷的科技焦慮感知。本研究以兩個關鍵問題為引導，首先，了解台灣英語教師在線上教學中科技引起的焦慮程度，並調查此焦慮感知如何影響線上教學體驗；其次是探討產生的教育意涵。研究中透過問卷和統計分析審視各種關鍵指標,確定教師的科技焦慮感知(PTA)與科技使用的態度(ATU)、行為意圖(BI)、便利條件(FC)、網路品質(IQ)、操作容易性(PEU)、操作有用性(PU)、科技複雜性(TC)和科技品質(TQ)變因的關聯。研究結果顯示，正向使用態度、強烈行為意圖與較低的科技焦慮感知有關聯。改進便利條件、網路品質、操作有用性和容易性可減少焦慮。但科技複雜性增加會引起焦慮。性別、年齡、教學年級和地理位置增添了教育與科技整合挑戰的複雜性。線上教學同時面臨學生參與度和電腦熟練程度的困境。這項研究著重在因嚴重特殊傳染性肺炎對台灣英語教師及相關焦慮的深遠影響。透過揭開科技引起的焦慮，此研究幫助教師更加了解持續變化的線上教學並提供因應對策。zh_TW
dc.description.abstract (摘要) The study focuses on the technology anxiety experienced by Taiwanese EFL teachers during online instruction, concentrating on their approaches to the difficulties brought by the COVID-19 pandemic. This research is guided by two key questions: first, to find out to what extent Taiwanese EFL teachers identify technological anxiety in online teaching and investigate how this perceived anxiety affects online teaching experiences; second, to explore its educational implications. Employing questionnaire survey and statistical analysis, the study scrutinizes various key variables. It identifies correlations between the perceived technology anxiety (PTA) of teachers and their attitudes toward technology (ATU), perceived ease of use (PEU), behavioral intentions (BI), Internet quality (IQ), perceived usefulness (PU), technology quality (TQ), technology complexity (TC), and facilitating conditions (FC). The findings suggests that positive ATU and strong BI correlate with lower PTA, while improved FC, IQ, PU, and PEU also reduce PTA. However, increased TC raises anxiety. Gender, age, teaching grade, and geographical location add complexities to technology integration challenges in education, while online teaching faces major difficulties related to student engagement and computer proficiency. This research emphasizes the profound impact of the pandemic on the teaching profession and its associated anxiety. By shedding light on the dynamics of technology-induced anxiety, this study helps teachers in understanding the ever-changing online education and gives applicable techniques.en_US
dc.description.tableofcontents Chapter One: Introduction 1 1-1 Background and Motivation of the Study 1 1-2 Objective of the Study and Research Questions 3 Chapter Two: Literature Review 5 2-1 EFL Teachers’ Perceived Anxiety 5 2-1-1 Teaching Anxiety and Foreign Language Anxiety (FLA) 5 2-1-2 Perceived Technology Anxiety in Online Teaching 7 2-2 Technology Acceptance Model (TAM) 8 2-3 Summary of Theoretical Frameworks 12 Chapter Three: Method 13 3-1 Participants 13 3-2 Instruments 14 3-3 Procedure 21 3-3-1 Preparation Stage 21 3-3-2 Conducting the Survey 21 3-3-3 Data Collection and Data Analysis 22 Chapter Four: Results 25 4-1 Reliability and Validity Analysis 25 4-2 Participants’ Background Demographic Information 26 4-3 Correlations Among Variables 29 4-3-1 Correlations Between PTA and ATU 31 4-3-2 Correlations Between PTA and BI 33 4-3-3 Correlations Between PTA and FC 35 4-3-4 Correlations Between PTA and IQ 37 4-3-5 Correlations Between PTA and PEU 39 4-3-6 Correlations Between PTA and PU 41 4-3-7 Correlations Between PTA and TC 43 4-3-8 Correlations Between PTA and TQ 45 4-3-9 Summary of Results for Correlations Among Variables 47 4-4 Other Factors that Influence PTA 49 4-4-1 Results for Gender 49 4-4-2 Results for Educational Background and Served School 50 4-4-3 Results for Teaching Grade 51 4-4-4 Results for Age 52 4-4-5 Results for Location 55 4-4-6 Summary of Results for Other Factors that Influence PTA 57 4-5 Results for Open-ended Questions 57 4-5-1 Results for Open-ended Q1 59 4-5-2 Results for Open-ended Q2 60 4-5-3 Results for Open-ended Q3 62 4-5-4 Summary of Results for Three Open-ended Questions 63 Chapter Five: Conclusions 65 5-1 Summary and Answers to Research Questions 65 5-1-1 Summary of the Research 65 5-1-2 Answers to Research Question 1 66 5-1-3 Answers to Research Question 2 68 5-2 Contributions 73 5-3 Limitations and Future Studies 75 References 79 Appendix A 85zh_TW
dc.format.extent 2531504 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951020en_US
dc.subject (關鍵詞) 以英語為外語教學zh_TW
dc.subject (關鍵詞) 線上教學zh_TW
dc.subject (關鍵詞) 科技焦慮感知zh_TW
dc.subject (關鍵詞) 嚴重特殊傳染性肺炎zh_TW
dc.subject (關鍵詞) EFL teachingen_US
dc.subject (關鍵詞) Online teachingen_US
dc.subject (關鍵詞) Perceived technology anxietyen_US
dc.subject (關鍵詞) COVID-19en_US
dc.title (題名) 探討以英語為外語教師對線上教學之焦慮感知zh_TW
dc.title (題名) Exploring EFL Teachers’ Perceptions of Anxiety Towards Online Teachingen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adeyemo, S., Adedoja, G., & Adelore, O. (2013). Mobile Technology: Implications of its Application on Learning. Open Praxis, 5. https://doi.org/10.5944/openpraxis.5.3.68 Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169 Amoroso, D. L., & Cheney, P. H. (1991). Testing a Causal Model of End-user Application Effectiveness. Journal of Management Information Systems, 8(1), 63–89. Azevedo, J. P., Hasan, A., Goldemberg, D., Geven, K., & Iqbal, S. A. (2021). Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. The World Bank Research Observer, 36(1), 1–40. https://doi.org/10.1093/wbro/lkab003 Bailey, D. R., & Almusharraf, N. (2022). A Structural Equation Model of Second Language Writing Strategies and their Influence on Anxiety, Proficiency, and Perceived Benefits with Online Writing. Education and Information Technologies, 27(8), 10497–10516. https://doi.org/10.1007/s10639-022-11045-0 Bervell, B., & Umar, I. N. (2020). Blended Learning or Face-to-face? Does Tutor Anxiety Prevent the Adoption of Learning Management Systems for Distance Education in Ghana? Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 159–177. https://doi.org/10.1080/02680513.2018.1548964 Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002 Breen, R., Lindsay, R., Jenkins, A., & Smith, P. (2001). The Role of Information and Communication Technologies in a University Learning Environment. Studies in Higher Education - STUD HIGH EDUC, 26, 95–114. https://doi.org/10.1080/03075070123233 Briesmaster, M., & Briesmaster-Paredes, J. (2015). The Relationship Between Teaching Styles and NNPSETs’ Anxiety Levels. System, 49, 145–156. https://doi.org/10.1016/j.system.2015.01.012 Chen, K. T. (2012). Elementary EFL Teachers’ Computer Phobia and Computer Self-Efficacy in Taiwan. Turkish Online Journal of Educational Technology - TOJET, 11(2), 100–107. Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results [Thesis, Massachusetts Institute of Technology]. https://dspace.mit.edu/handle/1721.1/15192 Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008 Desouky, D., & Allam, H. (2017a). Occupational Stress, Anxiety and Depression among Egyptian Teachers. 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