A double blind peer reviewed online publication with in-print supplement since 2010    ISSN: 1949-260X

JTCLT Abstract

Volume 12 Number 1, 2021
Full issue PDF

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.]

Full paper


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.


This website is supported by
The TCLT Standing Committee
Department of World Languages, Literatrues, and Cultures, Middle Tennessee State University
Page last updated: 2020-12-31