Factors Affecting English Language Teachers' Behavioral Intentions to Teach Online under the Pandemic Normalization of COVID-19 in China.

The unexpected outbreak of COVID-19 pandemic forced most teachers across the globe to switch their teaching from traditional face-to-face to online without having received adequate preparation and knowledge related to online teaching. To better comprehend teachers' willingness to conduct emergency remote teaching during the worldwide crisis, the current study was designed to examine teachers' intentions and, in particular, the factors affecting their behavioral intentions to teach online, by contextualizing the research in the English language teaching settings in China. The research model was developed based on an extended technology acceptance model (TAM) by adding subjective norm, self-efficacy, technological complexity, and facilitating conditions into the original TAM.