One of the crucial issues for successful technology-enhanced out-of-class language learning (OCLL) is the learners' continuance intention to use technology. Considering the strong mutual relationship between learners' intention and motivation, the present study extended the technology acceptance model (TAM) with the self-determination theory (SDT) to investigate Japanese EFL learners' intention to use learning technologies for OCLL. The study was conducted in a technology-enhanced OCLL environment using a web-based e-portfolio system. The hypothesised model included two principal antecedents of behavioural intention introduced by TAM -perceived usefulness and perceived ease of use -in addition to the three psychological needs for competence, autonomy, and relatedness introduced by SDT. Path analysis was conducted to find the multivariate relationships between the constructs in the model based on the collected data from 162 Japanese EFL learners. The results indicated that SDT determinants could significantly predict perceived usefulness and perceived ease of use, among which perceived competence was the most influential factor. Furthermore, perceived usefulness highly influenced the learners' intention to continue technology-enhanced OCLL, which in turn influenced their actual usage of the system.

The purpose of this study was to investigate Japanese EFL learners' intention to continue technology-enhanced out-of-class language learning (OCLL). Concerning the strong mutual relationship between the learners' motivation and their intention for learning, this study drawing on self-determination theory (SDT), proposed and tested a model of the relationship between the motivation determinants and the learners' intention toward technology-enhanced OCLL. The research was conducted in an EFL Japanese context of 164 undergraduate students participating in general English classes equipped with technology both inside and outside of the classroom. The findings of the structural equation model indicated the positive effect of motivation determinants (competence, autonomy, and relatedness) on the learners' intention to continue OCLL, among which perceived competence was the most significant predictor. Additionally, the model examined how the motivation determinants could explain the learners' actual achievements. The results provided evidence that perceived relatedness could not influence the learners' OCLL achievements. The findings and implications are discussed.

Shohamy (1989) delineated the basic components of research as introduction and statement of the problem or generally the topic, literature review, design, methodology, data analysis, and the findings. Accordingly, the present study categorized three main components of purpose, methodology, and outcome, which represents purpose as the statement of the problem, research questions, or the topic, methodology as the research contexts, data collection methods, and data analyses, and outcome as the research findings or results.