The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices

Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers' integration of ICT: A partial least squares structural equation modeling study

Effectively incorporating technology into teaching and learning can be accomplished through the application of information and communication technology (ICT). Nonetheless, the extent to which ICT is employed in educational environments is heavily impacted by numerous factors. Teachers' ICT integration in China was investigated with the aim of identifying the specific factors that influence it. The research sample consists of 680 educators, and it highlights three primary elements that affect their adoption of ICT: attitudes, self-efficacy, and digital competence. Employing a partial least squares structural equation modeling (PLS-SEM) method, the results indicate that all three elements play a significant role in the effective integration of ICT by educators. The study also indicated the mediating effect of attitudes and digital competence. Furthermore, the research identified no substantial disparities in the factors based on sex or age, except for the correlation between self-efficacy and attitudes. By providing useful insights for the development of successful instructional designs that integrate ICT, this study contributed to the advancement and impact of educational technology.

Factors influencing in-service teachers' technology integration model: Innovative strategies for educational technology

Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers' technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers' ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers' ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed.