ABSTRACT
This case study explores the cognitions and practices of five teacher educators developing a blended learning program for TESOL in a South Korean university. Qualitative data collected over 20 weeks were coded using the Unified Theory of Acceptance and Use of Technology. Tensions were revealed related to effort expectancy, performance expectancy, social influence, facilitating conditions, and hedonic motivation during program planning. TESOL program administrators and teacher educators will particularly benefit from the study’s findings.
