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English student teachers’ behavioral intention to use information and communication technologies

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Abstract

This study aims to test a model investigating the contribution of computer self-efficacy, computer anxiety, constructivist teaching beliefs, and computer attitude to predicting English student teachers’ behavioral intention to use information and communication technologies (ICT) in their future classes. The sample of the study consists of 861 senior English student teachers in 2016 at state universities in Turkey. Four different instruments were utilized in order to collect data. After data screening, data from 844 English student teachers were used in order to test the model. Confirmatory factor analyses for all instruments were conducted before testing the model and they were all verified. Behavioral intention to use ICT for student teachers model, I-PredICT, was tested by using structural equation modeling and it was found that it explains 77% of the variance in predicting English student teachers’ behavioral intention to use ICT in their future classes. Computer self-efficacy, computer anxiety, computer attitude, and constructivist teaching beliefs were respectively found significant in I-PredICT model. Teacher educators, policy makers, curriculum developers, teachers, and pre-service teachers are recommended to take into consideration the findings of this study in order to develop student teachers’ ICT integration practices.

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  1. Common Courses Department, Ankara Music and Fine Arts University, Ankara, Turkey

    Esra Harmandaoğlu Baz

  2. Department of English Language Teaching, Gazi University, Ankara, Turkey

    Paşa Tevfik Cephe

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Harmandaoğlu Baz, E., Cephe, P.T. English student teachers’ behavioral intention to use information and communication technologies. Educ Inf Technol 27, 10809–10841 (2022). https://doi.org/10.1007/s10639-022-10957-1

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