Educational Technology in EFL Teaching and Learning in China: Types, Effectiveness, Determinants, and Challenges

Abstract

With the rapid advancement of digital technologies and artificial intelligence (AI), the integration of educational technology in English as a Foreign Language (EFL) teaching has become increasingly prominent in higher education worldwide. However, there remains limited empirical understanding of the types, effectiveness, and challenges of these technologies from the perspective of EFL teachers in China. This study aims to investigate the adoption, perceived usefulness, influencing factors, and concerns related to educational technology use among Chinese higher education EFL teachers. A mixed-methods approach was employed, utilizing an electronic survey distributed to EFL teachers (N = 139) across Chinese universities, followed by post-survey group discussions with 15 selected participants to gain deeper qualitative insights. The findings reveal widespread use of a diverse range of digital tools, with teachers reporting significant benefits in learner engagement, personalization, and teaching management. Importantly, the study identifies policy, technological, and individual factors as key determinants influencing the adoption and integration of educational technology, while also highlighting challenges related to infrastructure, digital literacy, and ethical data concerns. These results underscore the importance of coordinated institutional policy, robust technological support, and ongoing professional development to ensure the effective, equitable, and ethical integration of educational technology in EFL higher education contexts, thereby contributing to the achievement of sustainable development goal (SDG) – quality education.