文献类型：期刊文献

英文题名：Exploring the relationship among technology acceptance, learner engagement and critical thinking in the Chinese college-level EFL context

作者：Han, Yang[1];Yang, Shixin[2];Han, Song[3];He, Wenjuan[2];Bao, Sarentuya[4];Kong, Jianlei[2]

通讯作者：Kong, JL[1]

机构：[1]Beijing Union Univ, Dept Foreign Languages, Beijing 100101, Peoples R China;[2]Beijing Technol & Business Univ, Natl Engn Res Ctr Agriprod Qual Traceabil, Beijing 100048, Peoples R China;[3]Beijing Bayi Sch, Beijing 100089, Peoples R China;[4]Hohhot Vocat Coll, Dept Comp Sci, Hohhot 010051, Peoples R China

第一机构：北京联合大学公共外语部

通讯机构：[1]corresponding author), Beijing Technol & Business Univ, Natl Engn Res Ctr Agriprod Qual Traceabil, Beijing 100048, Peoples R China.

年份：2025

外文期刊名：EDUCATION AND INFORMATION TECHNOLOGIES

收录：;Scopus(收录号：2-s2.0-85217430331);WOS:【SSCI(收录号:WOS:001410231400001)】；

基金：We would like to extend our heartfelt gratitude to Prof. Haomin Zhang for his invaluable guidance and support throughout this research project. We are also deeply appreciative of all the teachers for their significant contributions to data collection.

语种：英文

外文关键词：Technology acceptance; Learner engagement; Mediation; Critical thinking

摘要：Critical thinking (CT) has long been acknowledged as a fundamental goal of higher education, but how it associates with technology acceptance (TA) and learner engagement (LE) of Chinese learners of English as a foreign language (EFL) at the college level is underexamined. This article aimed to investigate the interrelationships among technology acceptance, learner engagement and critical thinking. Descriptive statistics generated from the questionnaire data disclosed that the 1026 participants exhibited decreasing but acceptable levels respectively in TA, LE and CT. Correlation analyses manifested the significant effects of both technology acceptance and learner engagement on critical thinking. Regression analyses further highlighted learner engagement played as a mediator in the correlation between the other two variables. Additionally, technology acceptance was also found to mediate the influence of learner engagement on critical thinking to a minor degree. By addressing the research gap on the intricacies of the three factors stressing the bidirectionality of TA and LE, the study offered valuable pedagogical insights into engagement-enhancing integration of technology into College English course to promote learners' acceptance and proper use of technology for cultivating critical thinking at the tertiary level.