On Hong Kong primary school english teachers' acceptance of technology-enhanced language learning and teaching

Fu Lee WANG, Ruofei ZHANG, Di ZOU, Oliver AU, Haoran XIE

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

1 Citation (Scopus)


During the past five years, the development of various technologies and the maturing of related education industries have never ceased, and the Hong Kong government continually invests into the comprehensive establishment of technology-enhanced education systems, especially those for English education. Here we then meet the point where the efforts of the past five years call for a panoramic view and an in-depth analysis of people's attitudes toward technology-enhanced language learning. This study investigated a total of 56 in-service English teachers' acceptance of technology-enhanced language learning and teaching. These teachers were from 56 different primary schools in Hong Kong. The results presented an overview of the current situation of e-learning in Hong Kong English education, showing insights into the future TELL design and development of related programs.

Original languageEnglish
Title of host publicationProceedings : 2019 International Symposium on Educational Technology, ISET 2019
EditorsFu Lee WANG, Oliver AU, Blanka KLIMOVA, Josef HYNEK, Petra HYNEK
PublisherInstitute of Electrical and Electronics Engineers Inc.
Number of pages3
ISBN (Electronic)9781728133874
ISBN (Print)9781728133898
Publication statusPublished - Jul 2019
Externally publishedYes
Event2019 International Symposium on Educational Technology - Hradec Kralove, Czech Republic
Duration: 2 Jul 20194 Jul 2019


Conference2019 International Symposium on Educational Technology
Abbreviated titleISET 2019
Country/TerritoryCzech Republic
CityHradec Kralove

Bibliographical note

This research received grants from the Standing Committee on Language Education and Research (EDB(LE)/P&R/EL/175/2), the Education Bureau of the Hong Kong Special Administrative Region; and the Funding Support to ECS Proposal Rated 3.5 (RG16/2018-2019R), The Education University of Hong Kong; the Top-up Fund (TFG-3) and Seed Fund (SFG-6) for General Research Fund/ Early Career Scheme of the 2018 Dean's Research Fund to MIT Department, and the Individual Research Scheme of the Dean's Research Fund 2017-2018 (FLASS/DRF/IRS-8) of the Education University of Hong Kong.


  • Primary school pedagogy
  • Technology acceptance
  • Technology enhanced language learning


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