The Influence of EFL Teachers’ Professional Identity on ICT Integration Level: The Mediating Role of Professional Development
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Abstract
This study investigates how university EFL teachers’ professional identity influences their ICT integration practices, with professional development as a potential mediator in the resource-limited context of Guizhou, China. The research followed a sequential explanatory mixed-methods approach, combining a survey (n = 316) with follow-up semi-structured interviews (n = 12). The survey results indicated that professional identity has a significant effect on ICT integration level (Stdβ = 0.612, p < 0.001), with self-efficacy being the strongest predictor. Professional development was found to significantly mediate this effect, explaining 32.68% of the total relationship (p = 0.001). The interviews revealed five important strategies for effective professional development: giving structured feedback with clear goals, combining pedagogy and technology, offering hands-on training, organizing targeted workshops on new technologies, and ensuring long-term professional development. This study contributes to understanding the psychological dimensions of technology integration in EFL teaching and offers practical implications for designing professional development programs that align with teachers’ professional identity in resource-constrained educational settings. The findings highlight that successful ICT integration requires both technical skills and support for teachers’ professional identity, especially in developing contexts.
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