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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Pimurai Limpapath | - |
| dc.contributor.author | Hong Yun | - |
| dc.date.accessioned | 2026-08-10T07:52:04Z | - |
| dc.date.available | 2026-08-10T07:52:04Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3454 | - |
| dc.description | Dissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | Technological pedagogical content knowledge | en_US |
| dc.subject | Technology acceptance model | en_US |
| dc.subject | Theory of planned behavior | en_US |
| dc.subject | English teachers -- Effect of technological innovations on | en_US |
| dc.subject | Educational technology | en_US |
| dc.title | A study on the factors influencing TPACK using behavior of university English instructors in western China : based on the model of TAM-TPB | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This research investigated the factors contributing to the Technological Pedagogical Content Knowledge (TPACK) of English instructors at universities in western China, as evidenced by their instructional behaviors. This study adopted a mixed-methods approach combining the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) to investigate the factors influencing the TPACK of English instructors in western China. A quantitative survey of 422 instructors from 30 universities in 12 provinces was conducted followed by qualitative interviews with 10 instructors to gain deeper insights. Quantitative data were analyzed using structural equation modeling while qualitative data were subjected to thematic analysis. The primary findings indicated that: 1) English instructors in western China exhibited moderate levels of TPACK abilities. Older and more experienced instructors demonstrated higher TECH-K (Technological Knowledge). 2) Perceived usefulness and subjective norms influenced instructors' intentions to utilize TPACK while perceived ease of use did not have a direct effect. 3) Behavioral intention mediated the relationship between perceived usefulness, subjective norms, and actual TPACK usage. 4) Qualitative data analysis highlighted the importance of institutional support, peers' attitudes, and instructors' self-efficacy as crucial factors in promoting TPACK adoption. The research findings emphasize the need for systematic training programs, supportive policies, and infrastructure optimization to enhance instructors' TPACK. Future studies should consider expanding the sample size, refining the questionnaire design, and investigating instructors' professional development trajectories. This research contributes to a deeper understanding of TPACK development in the Chinese context. The findings inform strategies for promoting effective technology integration in English language teaching | en_US |
| dc.description.degree-name | Doctor of Education | en_US |
| dc.description.degree-level | Doctoral Degree | en_US |
| dc.contributor.degree-discipline | Educational Studies | en_US |
| Appears in Collections: | EDU-ES-D-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| HONG YUN.pdf | 1.12 MB | Adobe PDF | View/Open |
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