Teachers' AI readiness in Chinese as a Foreign Language education: Scale development and validation

Abstract

The rapid development of artificial intelligence (AI) has presented a promising opportunity to enhance educational practices. To promote the integration of AI in Chinese as a Foreign Language (CFL) education, this study adopted Creswell and Plano Clark's (2011) exploratory instrument design model to develop a CFL Teachers' AI Readiness Scale (CFLT-AIRS) for assessing teachers' propensity to embrace AI technologies. The dimensions and corresponding items were developed through in-depth interviews, literature analysis, expert reviews, and a pilot test in sequence. The initial scale was validated through two rounds of data collection for exploratory factor analysis (EFA) (n = 333) and confirmatory factor analysis (CFA) (n = 353), respectively. The results indicated that CFL teachers' AI readiness can be conceptualized from three perspectives: personal assets (AI-TPACK and technological innovativeness), value-cost beliefs (perceived value and perceived cost), and contextual resource evaluations (institutional support and facilitating condition). Based on the developed 23-item AI readiness scale, the nomological validity was further established by exploring the influences of teachers' AI readiness on satisfaction with AI and continuous intention to use AI. The findings offer a clearer conceptual framework for AI readiness from the teachers' perspective and provide valuable insights into the integration of AI in CFL education.