Exploring the nexus of self-efficacy in digital literacy and technology acceptance: insights from L2 Chinese teachers

Abstract

This study explores the extent to which L2 Chinese teachers (Teachers of Chinese as a Second or Foreign Language) embrace and integrate technology into their teaching practices, and how their self-efficacy in digital literacy (referred to as L2CDL) influences their acceptance of technology. It extended the Technology Acceptance Model (TAM) by adding L2CDL as a key factor that influences teachers’ perceptions and behaviours regarding technology use. Utilizing a sample of 445 L2 Chinese teachers, the study adapted assessment tools and employed structural equation modelling to scrutinize the L2CDL-TAM relationship. The research centred on two primary objectives. First, it validated the applicability of the TAM model within the context of L2 Chinese education, confirming its suitability with relationships consistent with the original model. Notably, the study established a robust correlation between perceived usefulness (PU) and behavioural intention (BI). Second, it delved into the association between L2CDL and technology-related factors, revealing a significant positive correlation between L2CDL and critical elements, including PU, perceived ease of use (PEU), and BI. L2CDL has exerted an influence on the relationship between PEU and PU, with the L2CDL-PEU connection being particularly pronounced. This underscores the pivotal role of digital literacy in shaping teachers’ attitudes and behaviours towards technology adoption.

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