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

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.

Este estudio examinó el papel de la flexibilidad cognitiva (FC), la resiliencia y la autoeficacia en la predicción de la aceptación tecnológica entre 415 profesores de chino como segunda lengua (CSL). Utilizando modelos de ecuaciones estructurales (SEM), los resultados revelaron que la autoeficacia tuvo la correlación positiva más fuerte con la aceptación tecnológica, seguida de la flexibilidad cognitiva, mientras que la resiliencia mostró la correlación más débil. Los tres constructos fueron predictores significativos, destacando la autoeficacia como el mejor predictor, la flexibilidad cognitiva como el segundo y la resiliencia como el tercero. Estos hallazgos resaltan la influencia crítica de los recursos psicológicos internos en la adopción de tecnología por parte de los profesores de CSL.