Exploring pre-service foreign language teachers’ intention to adopt technology: an investigation from the perspective of Situated Expectancy-Value Theory

Abstract The intention of pre-service foreign language teachers to adopt technology (PIAT) reflects their willingness to integrate educational technology tools into their teaching practices, which is essential for the digital transformation of language education and the professional development of teacher candidates. Drawing upon the Situated Expectancy-Value Theory, this study utilizes a structural equation model to analyze the factors influencing the intention of pre-service foreign language teachers to adopt technology. The results reveal that: (1) four motivational factors (i.e., self-efficacy, perceived enjoyment, perceived importance, and perceived usefulness) significantly predict PIAT, while perceived anxiety negatively correlates with, but does not significantly predict PIAT; (2) mindset significantly impacts perceived enjoyment, perceived importance, perceived usefulness, and perceived anxiety; (3) social influence exerts a significant influence on self-efficacy and mindset. The study concludes with implications for enhancing the digital literacy of foreign language teacher candidates.