A study of pre-service EFL teachers’ acceptance of online teaching and the influencing factors

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Pre-service EFL teachers displayed a favorable acceptance of online teaching after one semester of remote learning during the COVID-19 pandemic.
Participants reported significant factors influencing their acceptance include perceived usefulness and enjoyable experiences with online technologies.
Data were gathered via a questionnaire survey involving 204 participants and semi-structured interviews with 12 individuals from three universities in China.
Findings highlight the importance of social influences and technological pedagogical content knowledge in shaping acceptance of online teaching.

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Analysis reveals pre-service EFL teachers' acceptance of online teaching, highlighting influences from technology and experiences.

Sun et al. (2022) studied this question.

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