Scale validation and latent profile identification of GenAI competence for pre-service second language teachers
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Hanwei Wu
Hanwei Wu, a Ph.D. candidate at School of Foreign Studies, Hunan Normal University, Changsha, China. He shows his great interest in psycholinguistics. His recent publications as the first or corresponding author have appeared in SSCI/A&HCI-indexed journals, such as
Innovation in Language Learning and Teaching ,Journal of Multilingual and Multicultural Development ,Thinking Skills and Creativity ,European Journal of Education ,Porta Linguarum, etc.
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Yongliang Wang
Yongliang Wang, works as a Ph.D. supervisor in Applied Linguistics Sciences at Macao Polytechnic University and North China University of Water Resources and Electric Power, and he also supervises postgraduates at Nanjing Normal University. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. He is a world top 2% scientist in languages and linguistics by Stanford University in 2024 and his name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022, 2023 and 2024. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology-assisted language learning, semiotics studies in intercultural communication as well as area studies. Thus far, his academic publications have appeared either in international prestigious journals (SSCI and A&HCI indexed) or Chinese core journals (CSSCI indexed), such as
Computers in Human Behavior, System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Assessing Writing, Studies in Second Language Learning and Teaching, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.
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Gurpinder Singh Lalli
Gurpinder Singh Lalli, Associate Professor in Education for Social Justice and Inclusion, PhD in Education, works for School of Education, University of Wolverhampton, UK. He is Co-Director of the Centre for Research in Education for Social Transformation (CREST) and Editor-in-Chief of the
European Journal of Education (SSCI Q1). He has a broad international record of leading funded research projects that tackle inequality, inclusion, social justice, and inequity in education.
Abstract
Pre-service second language (L2) teachers can benefit from Generative Artificial Intelligence (GenAI), yet there is a lack of reliable instrument to evaluate their GenAI competence. To fill this void, two studies were conducted. Study 1 aimed to create a GenAI Competence Scale for Chinese Pre-service L2 Teachers. Based on exploratory factor analysis of 350 samples, a 21-item scale was developed with a three-factor structure: Awareness and Willingness, Knowledge and Application, and Social Responsibility. Confirmatory factor analysis of 358 samples verified the scale’s ideal model fit, along with its high validity (convergent, discriminant, and criterion-related), reliability, and cross-gender invariance. Study 2 utilized Latent Profile Analysis to identify three distinct profiles among 708 Chinese pre-service L2 teachers’ GenAI competence: (i) moderate levels of Awareness and Willingness, relatively low Knowledge and Application, and moderate Social Responsibility (C1: 22.74 %), (ii) moderately high levels of Awareness and Willingness, relatively low Knowledge and Application, and moderately high Social Responsibility (C2: 65.82 %), and (iii) high levels of Awareness and Willingness, moderate Knowledge and Application, and high Social Responsibility (C3: 11.44 %). We anticipate that future scholars will adopt this scale across diverse L2 education settings, conducting some in-depth explorations to enhance the generalizability of findings, deepen the understanding of GenAI competence among pre-service educators, and contribute to the advancement of relevant theoretical frameworks and practical applications.
Funding source: Hunan Provincial Social Science Fund in the field of Education Project Research on the Measurement, Evaluation, Influencing Factors, and Improvement Strategies of Digital Teaching Competence for College English Teachers' e School Context
Award Identifier / Grant number: JJ231825
Funding source: Social Science Foundation of Hunan Province
Award Identifier / Grant number: 2ZDB060
Funding source: Scientific Research Program of the Hunan Provincial Department of Education
Award Identifier / Grant number: 24A0076
Funding source: Guangxi Young and Middle-Aged University Teachers' Basic Research Capacity Enhancement Program
Award Identifier / Grant number: 2025KY0015
About the authors
Hanwei Wu, a Ph.D. candidate at School of Foreign Studies, Hunan Normal University, Changsha, China. He shows his great interest in psycholinguistics. His recent publications as the first or corresponding author have appeared in SSCI/A&HCI-indexed journals, such as Innovation in Language Learning and Teaching, Journal of Multilingual and Multicultural Development, Thinking Skills and Creativity, European Journal of Education, Porta Linguarum, etc.
Yongliang Wang, works as a Ph.D. supervisor in Applied Linguistics Sciences at Macao Polytechnic University and North China University of Water Resources and Electric Power, and he also supervises postgraduates at Nanjing Normal University. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. He is a world top 2% scientist in languages and linguistics by Stanford University in 2024 and his name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022, 2023 and 2024. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology-assisted language learning, semiotics studies in intercultural communication as well as area studies. Thus far, his academic publications have appeared either in international prestigious journals (SSCI and A&HCI indexed) or Chinese core journals (CSSCI indexed), such as Computers in Human Behavior, System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Assessing Writing, Studies in Second Language Learning and Teaching, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.
Gurpinder Singh Lalli, Associate Professor in Education for Social Justice and Inclusion, PhD in Education, works for School of Education, University of Wolverhampton, UK. He is Co-Director of the Centre for Research in Education for Social Transformation (CREST) and Editor-in-Chief of the European Journal of Education (SSCI Q1). He has a broad international record of leading funded research projects that tackle inequality, inclusion, social justice, and inequity in education.
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Informed consent: Informed consent to participate was obtained from all individual participants included in the study.
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Competing interests: The authors declare that they have no competing interests.
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Research funding: This work was supported by Hunan Provincial Social Science Fund in the field of Education Project “Research on the Measurement, Evaluation, Influencing Factors, and Improvement Strategies of Digital Teaching Competence for College English Teachers’ e School Context” (JJ231825), Social Science Foundation of Hunan Province (2ZDB060), Scientific Research Program of the Hunan Provincial Department of Education (24A0076) and Guangxi Young and Middle-Aged University Teachers’ Basic Research Capacity Enhancement Program (2025KY0015).
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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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