The Challenges and Factors Influencing ICT Integration for EFL Teachers in China: A Systematic Review

Li Cao, Mohammad Sattar Rasul, Marlissa Omar

Abstract


The advantages of using information and communication technology (ICT) in English as a Foreign Language (EFL) teaching and learning have been well documented in research studies. The international trend and Chinese national policies on education both call for EFL teachers to effectively integrate ICT into their teaching. However, only a few studies have explored the challenges of ICT integration into EFL teaching, especially in China. This study draws data from four databases based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist to ensure a comprehensive and rigorous analysis of the available literature. By synthesising and analysing the findings from the final selected 17 articles between 2019 and 2022, this study highlighted the research designs of the relevant studies on the use of ICT by EFL teachers in China, along with the two most important underlying theories (TPACK and TAM) associated with ICT integration. It also provides insights into the specific challenges and influencing factors that impact ICT integration in EFL teaching in the Chinese context. The findings reveal that EFL teachers’ ICT literacy and acceptance are influenced by many factors which are frequently classified into external and internal ones. The majority of the reviewed studies offered recommendations on how to use technology more effectively, apply ICT in EFL teaching, and create authentic teaching and learning environments. Additionally, the findings of this study offer suggestions for future research and teaching approaches, particularly for overcoming the challenges of ICT integration.

https://doi.org/10.26803/ijlter.22.9.25


Keywords


ICT integration; factors; underpinning theory; EFL teacher; China

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References


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