Unveiling the personal resources influencing Chinese as a second language teachers’ technology acceptance: A focus on teachers’ cognitive flexibility, resilience, and self-efficacy

Technology acceptance in language teaching is proven to be complex relying on multiple factors. Some of these factors are vital to educators’ technology acceptance like cognitive flexibility (CF), resilience, and self-efficacy. The data was collected from 415 Chinese as a second language (CSL) teachers. The collected data were analyzed and the results through running structural equation modeling (SEM) showed the strongest correlation existed between self-efficacy and technology acceptance, followed by flexibility and technology acceptance, while resilience showed the weakest correlation with technology acceptance. All three constructs were significant predictors of technology acceptance, jointly explaining 68.7% of its variance. Among these variables, self-efficacy was the best predictor, uniquely explaining 44.1% of the variation in technology acceptance. The second-best predictor of technology acceptance was cognitive flexibility, which could explain 12.7% of its variance while resilience could only explain 1.1% of it. Indeed, these internal sources notably enhanced the technology acceptance of CSL teachers. The research implications were thoroughly discussed.