Timothy Teo
Biographic Data
| ID | 3839185 |
|---|---|
| NAME | Timothy Teo |
| GIVEN NAMES | Timothy |
| FAMILY NAME | Teo |
| SIGNATURE | TEO T |
| AFFILIATIONS | Murdoch University |
| ORCID | 0000-0002-7552-8497 |
| VERIFIED | Yes |
| TOTAL WORKS | 59 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 59 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Factors associated with students’ adoption of artificial intelligence technology in tertiary education
This meta-analytic review investigates the individual, contextual, and technological factors associated with tertiary students’ adoption of artificial intelligence (AI) technology. Specifically, we synthesized 233 correlation coefficients from 31 studies and 32 samples (N = 16,977) in 24 countries, conducting a multilevel meta-analysis with the assumption of correlated effects. The meta-analytic correlations of the individual, contextual, and tec…
Unpacking Chinese EFL Teachers’ TPACK Challenges in Online Teaching
The integration of online teaching into higher education necessitates a deep understanding of the sustained challenges teachers face. This qualitative study investigates the Technological Pedagogical Content Knowledge (TPACK) challenges encountered by Chinese university-level English as a Foreign Language (EFL) teachers in their online practice. Data collected through semi-structured interviews with 10 teachers were analyzed thematically using th…
Predicting the Use of Blog for Teaching English as a Foreign Language by Serbian Teachers
The Impact of AI‐Assisted L2 Learning on Learners’ Emotions
The scope of research on AI‐assisted second/foreign language (L2/FL) learning has expanded beyond learning outcomes to focus on learners’ emotional experiences. Despite their proliferation, existing empirical findings are inconsistent, and few studies have systematically synthesized the impacts of AI‐assisted L2 learning on learners’ emotional experiences. This meta‐analysis scrutinized 31 empirical studies with 50 effect sizes to examine the imp…
From resource constraints to AI-rich learning
AI adoption in education has attracted growing scholarly attention over the past decade. However, the specific mechanisms underlying AI adoption in multilingual educational contexts remain underexplored. To address this issue, this study drew on semi-structured interviews with Chinese ethnic minority students learning English as a third language (L3) to examine their adoption of AI-assisted English learning through an integrated UTAUT–SDT lens. T…
Examining AI adoption in English academic writing
Modeling AI‐Assisted English Academic Writing
This study examined the influence of second/foreign language (L2) writing selves, English academic writing learning experience (WLE), and education level (EDUL) on AI adoption by English‐as‐a‐foreign‐language learners in English academic writing. Perceived usefulness (PU), perceived ease of use (PEU), attitude towards use (ATU), behavioral intention (BI), the ideal and ought‐to L2 writing selves, and WLE were selected as latent variables. Hypothe…
Testing for approximate measurement invariance of instructional quality in the Teaching and Learning International Survey (Talis) 2018
This study investigates how consistently instructional quality is measured among secondary school teachers across 47 countries and economies using the TALIS 2018 teacher data ( N = 127,607). We use two methods: the conventional approach (multiple group confirmatory factor analysis) and alignment optimization to test the comparability of instructional quality in an international large-scale survey. The results show that while basic (configural) an…
Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication
AI Affordances and EFL Learners' Speaking Engagement
Contextualised in the AI–supported English‐speaking learning, this study examined the roles of AI affordances in influencing EFL learners' emotional, cognitive, and behavioural speaking engagement, and explored the moderating roles of gender and learner types (on‐campus vs. on‐job) in influencing AI‐supported English‐speaking engagement. Data collected from 332 Chinese EFL learners (159 on‐campus and 173 on‐job learners) were analysed by using st…
Robot-Assisted Language Learning
This meta-analysis included 27 empirical studies to explore the effectiveness of robot-assisted language learning (RALL) as well as the moderating effects of a number of variables. The comparison of 64 effect sizes from 2,637 participants indicated significant variability between the independent samples. The overall results showed that the combined linguistic and affective gain of RALL was significant. The results of moderator analysis showed tha…
Science mapping the literature in Applied Linguistics secondary research
Measuring intercultural business competence of tertiary students
Influence of achievement goal on technology use among undergraduates in Malaysia
Previous studies had identified the potential link between achievement goal and students’ technology use. However, the literature on this topic is extremely scarce. The purpose of this study was to investigate the antecedents to technology use among undergraduates via an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model with achievement goal as an external variable. Data were collected from 599 undergraduates using a 38-it…
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east
The influence of religious beliefs on bullying and cheating among secondary school students in Hong Kong
This study examines the influence of religious beliefs on the perceptions on bullying and cheating among students in Hong Kong. 727 secondary school students (age 16 to 18) were involved as participants. Data collection utilized validated measures of religious beliefs, bullying, and cheating. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results suggested students who demonstrated high r…
EFL teachers’ perceptions of emotional literacy
Explaining the relationships among components of intercultural competence
South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration
Evidence suggests that learners actively construct knowledge and improve digital literacy when Information Communication and Technologies (ICTs) are used effectively. However, ICTs have not been exploited adequately in a science classroom. Early research argues that teachers’ pedagogical beliefs are potential barriers to delaying effective ICT integration in teaching and learning. In South Africa, research is silent regarding investigating Life S…
Teachers’ perception of the use of mobile technologies with smart applications to enhance students’ thinking skills
The current study examines antecedents to teachers’ behavioral intentions to use smart technologies in Thailand based on the technology acceptance model. 825 primary school teachers participated in a survey consisting of 11 constructs: perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, peer influence, cognitive feedback, cognitive teaching belief, computer self-efficacy, perceived enjoyment, perceived ubiquit…
Structuring professional dialogue through protocols
Investigating the antecedents of university students’ perceived ease of using the Internet for learning
As a key variable determining technology acceptance and adoption, the perceived ease of technology use (PEU) has been in the focus of a considerable body of research. This research examined the external factors that influence perceived ease of use, such as computer self-efficacy and perceived enjoyment, but yielded inconsistent findings and under-emphasized important predictors in the educational context. This study examined the relations between…
Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan
Given the lack of cultural consideration of studies on digital natives, this study reports on a large-scale validation of the Digital Native Assessment Scale (DNAS) among university students from three regions of Greater China: Chinese mainland, Macau, and Taiwan, to examine measurement invariance and latent mean differences in the four constructs of the DNAS, grew up with technology, comfortable with multitasking, reliant on graphics for communi…
Secondary school students’ intentions to learn AI
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students
Understanding English teachers’ non-volitional use of online teaching
Emotion Words Modulate Early Conflict Processing in a Flanker Task
Emotion words modulate conflict processing, even at an early stage (i.e., N200). However, the previous studies implicitly mixed emotion-label words and emotion-laden words together and mostly concentrated on first language (L1) rather than on second language (L2). The current study aimed to investigate whether L2 negative emotion-label words, negative emotion-laden words, and neutral words would affect conflict processing in a flanker task by usi…
The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China
Musical Preference, Identification, and Familiarity
The authors investigate whether there were significant differences in preferences for, familiarity with, and identification of Chinese, Malay, and Indian music between adolescent students from Singapore ( n = 78) and the United Kingdom ( n = 53). Also explored are the relationships among these three variables. Students were asked to rate their preference for and familiarity with Chinese, Malay, and Indian excerpts on 7-point Likert-type scales an…
Understanding pre‐service teachers' computer attitudes
Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology‐based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre‐service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as…
Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes
A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implicat…
Pre-service teachers' attitudes towards computer use
The aim of this study is to examine the attitudes towards use of computers among pre-service teachers. A sample of 139 pre-service teachers was assessed for their computer attitudes using a Likert type questionnaire with four factors: affect (liking), perceived usefulness, perceived control, and behavioural intention to use the computer. The results of this study showed no gender or age differences among pre-service teachers on computer attitudes…
Musical Preference, Identification, and Familiarity
The authors investigate whether there were significant differences in preferences for, familiarity with, and identification of Chinese, Malay, and Indian music between adolescent students from Singapore ( n = 78) and the United Kingdom ( n = 53). Also explored are the relationships among these three variables. Students were asked to rate their preference for and familiarity with Chinese, Malay, and Indian excerpts on 7-point Likert-type scales an…
Modelling technology acceptance in education
The Development, Validation, and Analysis of Measurement Invariance of the Technology Acceptance Measure for Preservice Teachers (TAMPST)
This article describes the development, validation, and measurement invariance of scores from a survey designed to measure preservice teachers’ reported acceptance of technology. Drawing from conceptual models in the areas of information systems and technology acceptance, a five-factor Technology Acceptance Measure for Preservice Teachers (TAMPST) was developed and validated. The factors in the TAMPST are perceived usefulness, perceived ease of u…
An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers
Factors influencing teachers’ intention to use technology
Assessing e-learning acceptance by university students in Thailand
The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the E-learning Acceptance Measure (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived usefulness, and facilitating conditions. Results showed that university students in Thailand have an above average l…
Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers
The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers comp…
Preservice teachers' satisfaction with e-learning
In this study I explored the key drivers of preservice teachers' e-learning satisfaction. Participants ( N = 387) completed a survey questionnaire to measure 6 constructs (tutor quality, perceived usefulness, perceived ease of use, course delivery, facilitating conditions, and course satisfaction). Data analysis was performed using structural equation modeling. The results showed that, apart from facilitating conditions, all constructs were signi…
Technology acceptance among pre-service teachers
This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, whi…
Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia
This study aims to examine the variables that influence Serbian pre-service teachers’ intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technolog…
Modeling the relationships among emotional intelligence, sensation-seeking and risk-taking attitudes of university students in Hong Kong
This study investigated the risk-taking attitudes of 305 Chinese university students in Hong Kong by the prediction of sensation-seeking. To further understand the prediction of sensation-seeking, emotional intelligence (EI) was applied. First, the 30-item DOPSERT scale was used to examine the risk-taking attitude of students in different domains (ethical, financial, health/safety, social, and recreational). Then, a 12-item sensation-seeking subs…
Application of the open-class approach to pre-service teacher training in Macao
The rapidly changing twenty-first-century educational environment is full of daunting challenges. Education is becoming ever more difficult as schools need to prepare their students for newly emerging challenges, new technologies and unpredictable problems. Many countries are seeking to establish effective learning cultures as a priority. However, teacher learning is generally more difficult to facilitate than student learning. This study examine…
Intercultural Orientations as Japanese Language Learners' Motivation in Mainland China
This article reports on a study that investigated how 665 Japanese language learners, who had started learning Japanese at different times in the last 3 decades, had been motivated to learn Japanese in China. Analysis of the survey data revealed that the participants displayed similar intercultural orientations when learning Japanese despite the shifting Sino-Japanese relations and the massive anti-Japanese protests in mainland China in recent ye…
The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China
Unpacking teachers’ intentions to integrate technology
Emotion Words Modulate Early Conflict Processing in a Flanker Task
Emotion words modulate conflict processing, even at an early stage (i.e., N200). However, the previous studies implicitly mixed emotion-label words and emotion-laden words together and mostly concentrated on first language (L1) rather than on second language (L2). The current study aimed to investigate whether L2 negative emotion-label words, negative emotion-laden words, and neutral words would affect conflict processing in a flanker task by usi…
Predicting the Intention to Use Cybercounseling Among Chinese Adolescents
With the rapid development of Information Communication Technology, cybercounseling has become a more feasible modality to receive psychological support. However, very limited research has explored the intention to use cybercounseling. This study aimed to use an extended theory of planned behavior (E-TPB) model to predict the intention to use cybercounseling among Chinese adolescents. The moderation effect of gender in the constructs of the E-TPB…
The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning
Understanding continuance intention among Mooc participants
Explaining Chinese university students’ continuance learning intention in the Mooc setting
Tit for Tat
The extant literature has focused on individuals' knowledge-sharing behavior and its driving factors, which stimulate the knowledge transmission and exchange in organizations. However, little research has focused on factors that inhibit knowledge sharing and encourage individuals to hide their knowledge. Therefore, based on social exchange and displaced aggression theories, the study proposed and checked a model that examined the effect of abusiv…
Validation of a simplified Chinese version of the 3 × 2 Achievement Goal Questionnaire (AGQ-S)
This paper reports on the development of a shortened version of the 3 × 2 achievement goal questionnaire, a psychometrically sound, theoretically driven, self-report measure. The shortened version (AGQ-S) which contains 12 items and six subscales improves on the original version in three ways: It eliminates the redundant frequency scale, simplifies the scoring of the subscales, and reduces overlap across subscales. The reliability and validity of…
Psychology (51 works) · Mathematics education (30 works) · Social Psychology (30 works) · Computer Science (25 works) · Technology Adoption and User Behaviour (19 works) · Pedagogy (18 works) · Structural equation modeling (18 works) · Gender and Technology in Education (16 works) · Usability (15 works) · Impact of Technology on Adolescents (14 works)