Examination of English teachers' intentions to continue using open educational resources language processing technologies

Open educational resources can be defined as digital learning tools enabling lifelong learning formally and informally with free-of-charge access. Their openness principle makes learning effective and efficient. Therefore, this study aimed to examine teachers' familiarity status with open educational resources language processing technologies and to reveal the intention of English teachers to continue using open educational resources in language teaching. As one of the quantitative methods, this crosssectional survey study consists of two steps. In the first step, we asked English teachers about their awareness of open educational resources language processing technologies with a questionnaire. Secondly, we measured their intention to continue using open educational resources language processing technologies with an integrated model including the Technology Acceptance Model, Planned Behavior Theory, Expectation Confirmation Model, and Flow Theory. The participants were English teachers working at all school levels in the 2022-2023 academic years in Afyonkarahisar, Turkey. We tested this comprehensive model by using partial least squares structural equation model. The results of the first step showed that 54% of the English teachers knew or used any of the open educational resources language processing technologies. The structural equation model revealed a positive effect of perceived usefulness, subjective values, perceived behavioral control, and concentration on the intention of English teachers to continue using open educational resources language processing technologies. However, attitude, satisfaction, and perceived pleasure did not significantly affect their intention. Consequently, the future of open education resource lies in a clear understanding of teachers' perceptions of open education resources, and this study is of great importance in understanding it.