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The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance

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Abstract

Various studies have been done on shifting toward technology-based second language (L2) education. However, the influence of psycho-emotional factors on students’ technology acceptance is overlooked. To fill this gap, the present quantitative study examined the role of students’ achievement emotions and technological self-efficacy in predicting their technology acceptance in China. To this end, 380 Chinese students were invited to complete three questionnaires. The results of structural equation modeling revealed that Chinese L2 students’ achievement emotions and technological self-efficacy are significant predictors of their technology acceptance; technological self-efficacy uniquely could explain 59% of its variance and students’ achievement emotions could explain 75% of its variance. The study also draws some conclusions and offers implications for L2 teachers, students, and school managers to foster the acceptance of technology in L2 education.

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Data Availability

The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

This work was supported by Nanjing Normal University, People’s Republic of China. The university has no role in the design and implementation of this study. The authors are also grateful to the insightful comments suggested by the editor and the anonymous reviewers.

Funding

This study was supported by The National Social Sciences Fund of China entitled “A Corpus-based Study on the International Communication of Contemporary Chinese Governing Discourse” (Grant No.: 22BYY023) and was also sponsored by Teacher Education Project of Fundation of Henan Educational Committee, entitled “Using Online Learning Resources to Promote English as a Foreign Language Teachers’ Professional Development in the Chinese Middle School Context” (Grant No.: 2022-JSJYYB-027).

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Authors and Affiliations

  1. School of Foreign Languages and Cultures, Nanjing Normal University, No.1 Wenyuan Road, Qixia District, Nanjing, 210046, People’s Republic of China

    Yongliang Wang & Yongxiang Wang

  2. School of Foreign Languages, Henan University, 85# Minglun Street, Shunhe Hui Minority District, Kaifeng, 475000, Henan, China

    Ziwen Pan

  3. Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071, Granada, Spain

    José Luis Ortega-Martín

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Wang, Y., Wang, Y., Pan, Z. et al. The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance. Asia-Pacific Edu Res 33, 771–782 (2024). https://doi.org/10.1007/s40299-023-00750-0

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