Sun, P., & & Zhang, L. J. (2021). Development and Validation of the Pre-Service L2 Chinese Teachers’ Educational Technology Acceptance Scale. Journal of Technology and Chinese Language Teaching, 12(1), 102-116.
[孙培健, & 张军. (2021). 职前汉语二语教师教育技术接受量表研制与开发. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 12(1), 102-116.]

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Abstract/摘要：

Informed by the Technology Acceptance Model (TAM, Davis, 1986) and the relevant literature review, this study serves as a preliminary attempt to develop and validate a pre-service Chinese as a second/foreign language (L2 Chinese) Teachers’ Educational Technology Acceptance Scale (L2CT-ETAS). The results show that the L2CT-ETAS is composed of perceived usefulness, perceived ease of use 2.0, attitudes and intentions of technology use, experience of technology use, and facilitating conditions. Among the five internal and external factors, perceived ease of use 2.0 could explain the highest variance of pre-service L2 Chinese teachers’ technology acceptance. Perceived usefulness and experience of technology use are moderately correlated with attitudes and intentions of technology use. Facilitating conditions also to a certain degree is associated with technology use. It is hoped that this study could provide insights for future research in the field of L2 Chinese teacher education.

基于Davis的技术接受模型（TAM）以及相关前人研究成果，选取汉语国际教育硕士为研究对象，采用探索性和验证性因子分析方法，初步研制了职前汉语二语教师教育技术接受量表，以期为汉语二语领域在教育技术方面的研究起到抛砖引玉的作用。研究显示职前汉语二语教师教育技术接受量表由感知有用性、感知易用性2.0、技术使用态度与意向、技术使用经历和外部支持五大内外因素构成。其中感知易用性2.0在职前汉语二语教师技术接受方面具有最高解释力度；感知有用性和技术使用经历与技术使用态度与意向相关较高；外部支持也在一定程度上与技术使用有关。