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

• Autores: Kun Luo, Lei Zhang, Kaidi Chen
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 339-357
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.33537
• Enlaces
  • Texto completo (pdf)
• Resumen

  • 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.

• Referencias bibliográficas
  • Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754....
  • Arabmofrad, A., & Shakki, F. (2025). The interplay between EFL teachers' self-efficacy, emotion regulation, and perceived professional...
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Bandura, A. (2011). The social and policy impact of social cognitive theory. In M. M. Mark, S. I. Donaldson, & B. Campbell (Eds.), Social...
  • Bao, Z., & Shang, B. (2021). Self-efficacy and continuance intention of Web 2.0 platforms: a meta-analysis. Data Technologies and Applications,...
  • Baroudi, S., & Shaya, N. (2022). Exploring predictors of teachers’ self-efficacy for online teaching in the Arab world amid COVID-19....
  • Becker, H. (2000). Findings from the teaching, learning and computing survey: Is Larry Cuban right? Educational Policy Analysis Archives,...
  • Braem, S., & Egner, T. (2018). Getting a grip on cognitive flexibility. Current directions in psychological science, 27(6), 470–476. https://doi.org/10.1177/0963721418787475
  • Brewer, M. L., Van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education...
  • Campbell‐Sills, L., & Stein, M. B. (2007). Psychometric analysis and refinement of the Connor–davidson resilience scale: Validation of...
  • Chen, Z., & Yeung, A. S. (2015). Self-efficacy in teaching Chinese as a foreign language in Australian schools. Australian Journal of...
  • Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: a review of the literature. Research in Learning Technology,...
  • Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute
  • Davis, F. D. (1989). Technology acceptance model: TAM. Al-Suqri, MN, Al-Aufi, AS: Information Seeking Behavior and Technology Adoption, 205(219),...
  • Derakhshan, A., & Fathi, J. (2025). From boredom to buoyancy: Examining the impact of perceived teacher support on EFL learners’ resilience...
  • Derakhshan, A., Setiawan, S., & Ghafouri, M. (2024). Modeling the interplay of Indonesian and Iranian EFL teachers’ apprehension, resilience,...
  • Derakhshan, A., & Shakki, F. (2024). Opportunities and challenges of implementing online English courses in Iranian public and private...
  • Derakhshan, A., Solhi, M., Dewaele, J.-M., & Shakki, F. (2025). Modeling the associations between L2 teacher support and EFL learners’...
  • Derakhshan, A., & Zhang, L. J. (2024). Applications of psycho-emotional traits in technology-based language education (TBLE): An introduction...
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(2), 135–168.
  • Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education,...
  • Erarslan, A. (2023). Cognitive flexibility and grit during times of crisis for Turkish EFL teachers. Psychology in the Schools, 60(7),2296–2319....
  • Granic, A. (2023). Technology acceptance and adoption in education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance,...
  • Granziera, H., & Perera, H. N. (2019). Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive...
  • Greenier, V., Derakhshan, A., & Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of...
  • Hammouri, Q. M., Abu-Shanab, E. A., & Nusairat, N. M. (2021). Attitudes toward implementing E-government in health insurance administration....
  • Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, work engagement, and reflection....
  • Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information...
  • Huang, F., & Teo, T. (2021). Examining the role of technology‐related policy and constructivist teaching belief on English teachers’ technology...
  • Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative...
  • Huang, G., & Ren, Y. (2020). Linking technological functions of fitness mobile apps with continuance usage among Chinese users: The moderating...
  • Jeffrey, D. M., & Clark, R. M. (2019). Supplementing Western perspectives of learner-centered instruction with a Daoist approach towards...
  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy,...
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research...
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed). The Guilford Press.
  • Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers...
  • Liu, H., Wang, L., & Koehler, M. J. (2019). Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study...
  • Lu, L., Wang, C., & Wang, Y. (2024). The contribution of teacher self‐efficacy, resilience and emotion regulation to teachers' well‐being:...
  • Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623–626.
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–236.
  • Mei, B., Brown, G. T., & Teo, T. (2018). Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted...
  • Mok, M. M. C., & Moore, P. J. (2019). Teachers and self-efficacy. Educational Psychology, 39(1), 1–3. https://doi.org/10.1080/01443410.2019.1567070.
  • Mustafaoglu, F. M. & Onen, A. S. (2016). The investigation on cognitive flexibility levels of high school students in terms of self-efficacy...
  • Ozen, F., & Ucuncu, A. S. (2022). The effect of teachers’ cognitive flexibility on attitudes towards compulsory distance education during...
  • Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: learning...
  • Pourgharib, B., & Shakki, F. (2024). The interplay between English teachers’ rapport and immediacy and the students’ academic motivation....
  • Qi, S., & Derakhshan, A. (2025). Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic...
  • Schmitz, F., & Krämer, R. J. (2023). Task switching: On the relation of cognitive flexibility with cognitive capacity. Journal of Intelligence,...
  • Scott, W. A. (1962). Cognitive complexity and cognitive flexibility. Sociometry, 405-414.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology...
  • Shakki, F. (2022). Iranian EFL students’ L2 engagement: The effects of teacher-student rapport and teacher support. Language Related Research,...
  • Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education:...
  • Sun, P. J., & Mei, B. (2022). Modeling preservice Chinese-as-a-second/ foreign-language teachers’ adoption of educational technology:...
  • Teimourtash, M. (2013). Flexible teachers vs. rigid learners: Opportunities lost & found in Iranian EFL context. Journal of Nature Inspired...
  • Teo, T. (2011). Technology acceptance research in education. In D. Trial (Ed.), Technology acceptance in education (pp. 1–5). Springer.
  • Toto, G. A., & Limone, P. (2020). Effectiveness and application of assisted technology in Italian special psycho-education: A pilot study....
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805....
  • Van der Meulen, E., van der Velden, P. G., van Aert, R. C., & van Veldhoven, M. J. (2020). Longitudinal associations of psychological...
  • Wang, Y. L., Derakhshan, A., & Rahimpour, H. (2024). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional...
  • Wang, Y., Derakhshan, A., & Solhi, M. (2025). Dispositions towards loving pedagogy, emotion regulation, and self-efficacy as predictors...
  • Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and...
  • Wen, X., Zhang, Q., Liu, X., Du, J., & Xu, W. (2021). Momentary and longitudinal relationships of mindfulness to stress and anxiety among...
  • Zhang, Z., Maeda, Y., Newby, T., Cheng, Z., & Xu, Q. (2023). The effect of preservice teachers’ ICT integration self-efficacy beliefs...
  • Zhao, C., & Zhao, L. (2021). Digital nativity, computer self-efficacy, and technology adoption: A study among university faculties in...
  • Zhi, R., & Derakhshan, A. (2024). Modeling the interplay between resilience, emotion regulation and psychological well‐being among Chinese...
  • Zhi, R., Wang, Y. X., & Derakhshan, A. (2024). On the role of academic buoyancy and self-efficacy in predicting teachers’ work engagement:...