EFL Teachers’ Technology Readiness and Intention to Use Online Education: The Mediating Role of TAM

The study investigates the mediating role of the technology acceptance model (TAM) in the relationship between technology readiness and English as a Foreign language (EFL) teachers’ intention to use online education. Based on the technology readiness index (TRI 2.0) and TAM, this study examines the mediating role of TAM in the relationship between EFL teachers’ technology readiness and their intention to integrate online education into their teaching practices. Data were collected from 333 in-service English teachers working in public schools across Turkiye via an online questionnaire. Structural equation modeling (SEM) was conducted to examine both direct and indirect relationships among the variables. The findings revealed that TAM significantly mediated the relationship between technology readiness and the intention to use online education. Optimism and innovativeness positively influenced TAM, while discomfort and insecurity had no significant effect. TAM was also identified as the most robust predictor of intention, highlighting the central role of technology acceptance in educational technology adoption. Additionally, optimism and innovativeness directly influenced intention, though their effects were more pronounced when mediated through TAM. The present research enhances the growing literature on teacher technology adoption by providing empirical evidence specific to EFL teachers, a group often underrepresented in the field. It also offers practical implications for the design of professional development initiatives, suggesting that fostering positive attitudes and enhancing perceptions of technological usefulness and ease of use have pivotal role in facilitating the effective incorporation of technological tools in instructional practices. Future research may consider incorporating contextual and institutional variables to further enrich the model.