ABSTRACT

Purpose: This study investigates the use of hybrid teaching methods in Chinese language instruction for non-native learners. It combines the Technology Acceptance Model (TAM) with the Theory of Planned Behaviour (TPB) to analyse the factors that affect educators' intention and actual use of technology in educational environments. Method: This study utilises purposive sampling to collect data from 542 qualified instructors of Teaching Chinese as a Foreign Language (TCFL) who have experience in blended teaching at Confucius Institutes. Structural Equation Modelling (SEM) was employed for data analysis. Findings: The study findings indicate that educators' attitudes, subjective norms, perceived ease of use, and perceived usefulness significantly influence their adoption of blended teaching methods, which in turn affects their implementation in practice. Implications for Research and Practice: This study emphasises the intermediary roles of perceived ease of use and behavioural intention. This study strengthens our theoretical comprehension and practical implementation of integrating technology in education, particularly in the domain of teaching Chinese to non-native learners.