Unveiling the personal resources influencing Chinese as a second language teachers’ technology acceptance: A focus on teachers’ cognitive flexibility, resilience, and self-efficacy

Kun Luo; Lei Zhang; Kaidi Chen

Authors

Kun Luo Northwest Normal University, China
Lei Zhang Central China Normal University (Corresponding author)
Kaidi Chen Columbia University

Keywords:

Cognitive flexibility, CSL teachers, Resilience, Self-efficacy, Technology Acceptance

Abstract

Technology acceptance in language teaching is proven to be complex relying on multiple factors. Some of these factors are vital to educators’ technology acceptance like cognitive flexibility (CF), resilience, and self-efficacy. The data was collected from 415 Chinese as a second language (CSL) teachers. The collected data were analyzed and the results through running structural equation modeling (SEM) showed the strongest correlation existed between self-efficacy and technology acceptance, followed by flexibility and technology acceptance, while resilience showed the weakest correlation with technology acceptance. All three constructs were significant predictors of technology acceptance, jointly explaining 68.7% of its variance. Among these variables, self-efficacy was the best predictor, uniquely explaining 44.1% of the variation in technology acceptance. The second-best predictor of technology acceptance was cognitive flexibility, which could explain 12.7% of its variance while resilience could only explain 1.1% of it. Indeed, these internal sources notably enhanced the technology acceptance of CSL teachers. The research implications were thoroughly discussed.

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Author Biographies

Kun Luo, Northwest Normal University, China

Kun Luo has already published more than ten academic papers. His recent research interests are Chinese Grammar and International Chinese Language Education.

Lei Zhang, Central China Normal University (Corresponding author)

Lei Zhang works in Central China Normal University. He has published twenty papers, one of which has been indexed by AHCI and SSCI. His research interests are Modern Chinese Grammar and International Chinese Language Education.

Kaidi Chen, Columbia University

Kaidi Chen (Ph.D., UConn) is a Lecturer in Chinese in the Department of East Asian Languages and Cultures at Columbia University. His research focuses on speech science, psycholinguistics, bilingualism, and language pedagogy. He employs experimental, survey, and computational methods, with expertise in programming, data visualization, statistical analysis, and reproducible research practices. He also pioneers applied innovations in Chinese language education and has diverse teaching experience across multiple institutions.

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