ABSTRACT
China's increasingly frequent multilateral economic trade activities require continuous cultivate high-quality foreign language talents. With the outbreak of the COVID-19, foreign language teaching in universities is confronted with the rapid transition of teaching mode, and teacher's using status of online teaching platforms is urgently demanded to be understood. The purpose of this research is to explore the variable factors that influence teachers' intention to use online teaching platforms. This research uses the Technology Acceptance Model which has a relatively complete explanatory ability as the theoretical basis, extracts two core independent variables and introduces experience as interference factors to construct the framework of this research. Taking Guangxi universities as an example, a questionnaire survey was distributed to 35 universities, with 263 foreign language teachers participated anonymously. The results of data analysis can help education researchers comprehend the current foreign language teachers' using status of online teaching platforms, at the same time provide a knowledge-based understanding of how to optimize and cultivate teachers informationization teaching capabilities to governments and universities. © 2021 ACM.