List of Figures List of Tables Acronyms and Abbreviations Chapter 1 Introduction 1.1 ICT Development in China 1.2 Integration of ICT in Education in China 1.3 English-Language Education in China 1.4 EFL Teacher Preparation in China 1.5 Research Problem 1.6 Research Questions 1.7 Significance of the Research 1.8 Research Methodology 1.9 Terminology 1.9.1 Computer assisted language learning 1.10 Structure of theBook Chapter 2 Literature Review 2.2.1 Communication 2.2.2 Collaboration 2.2.3 Generation 2.2.4 Social networking 2.2.5 Monitoring Chapter 3 Theoretical Framework and Research Model 3.1 Technology Acceptance 3.2 Theoretical Models in Technology Acceptance Research 3.2.1 Theory of reasoned action 3.2.2 Theory of planned behaviour 3.2.3 Decomposed theory of planned behaviour 3.2.4 Technology acceptance model 3.2.5 Unified theory of acceptance and use of technology 3.3 Technological Pedagogical and Content Knowledge Model 3.4 Research Hypotheses 3.4.1 Perceived usefulness 3.4.2 Perceived ease of use 3.4.3 CALL 2.0 self-efficacy 3.4.4 Subjective norm 3.4.5 Facilitating conditions 3.4.6 Technological pedagogical and content knowledge 3.5 Summary Chapter 4 Methodology 4.1 Research Paradigm and Research Approach 4.2 Research Design and Research Methods 4.3 Participants 4.3.1 Case study site 4.3.2 Sampling strategy 4.4 Instruments 4.4.1 Phase-1 study questionnaire 4.4.2 Questionnaire rating scale 4.4.3 Questionnaire translation 4.4.4 Phase-1 study interview protocol 4.4.5 Phase-2 study questionnaire 4.5 Data Collection Procedures 4.5.1 Phase1 4.5.2 Phase2 4.6 Quantitative Data Analysis 4.6.1 Overview of structural equation modelling 4.6.2 Sample size requirement 4.6.3 Estimation method choice 4.6.4 Model fit indices 4.6.5 Measurement model and structural model tests 4.6.6 Measurement invariance 4.7 Qualitative Data Analysis 4.8 Ethical Considerations 4.8.1 Consent form 4.8.2 Data storage/retention/destruction/future use 4.8.3 Privacy (anonymity and confidentiality) 4.8.4 Rights to withdraw 4.8.5 Power relations Chapter 5 Phase-1 Study 5.1 Survey Study 5.1.1 Demographics of the questionnaire survey participants 5.1.2 Statistical analysis 5.2 Interview Study 5.2.1 Demographics of the interviewees 5.2.2 Results of qualitative analysis 5.3 Summary Chapter 6 Phase-2 Study 6.1 Demographics 6.2 Analyses 6.2.1 Descriptive statistics 6.2.2 Measurement invariance assessment 6.2.3 Structural invariance assessment 6.2.4 Measurement model test for the expanded facilitating conditions 6.2.5 Structural test with the expanded facilitating conditions 6.3 Results Chapter 7 Conclusion 7.1 Findings 7.1.1 Perceived usefulness 7.1.2 Perceived ease of use 7.1.3 CALL 2.0 self-efficacy 7.1.4 Subjective norms 7.1.5 Facilitating conditions 7.1.6 Technological pedagogical and content knowledge 7.2 Limitations 7.3 Theoretical Implications 7.3.1 Technology acceptance modelling 7.3.2 Computer assisted language learning 7.4 Practical Implications 7.4.1 EFL teacher education 7.4.2 School leaders 7.4.3 Policy makers 7.5 Contribution Appendix A. Draft Questionnaire for Translation Appendix B. Phase-1 Questionnaire (Chinese) Appendix C. Common Parameter Notations in SEM Appendix D. Coding Book Appendix E. Some Common Web 2.0 Tools in China Appendix F. Phase-2 Questionnaire References