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This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.

Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective