An Analysis of the Acceptance of SPOC Teaching Models in Foreign Language Courses in Colleges and Universities

Abstract

SPOC teaching effectively integrates online and traditional education, significantly enhancing the quality of basic education. In this study, we first conducted a 6-week teaching practice of SPOC mode, and then constructed an acceptance analysis model of SPOC teaching mode in foreign language courses in colleges and universities on the basis of UTAUT, defined the variables and measurement dimensions, and put forward four research hypotheses. A questionnaire is conducted for the students who use SPOC mode foreign language classroom in a university, and the relevant data obtained are subjected to exploratory factor analysis to construct the structural equation model that affects the acceptance. The research hypotheses were tested, and it was concluded that the p-values of the four paths were less than 0.010, with significant correlation, and all the paths showed positive and significant correlation, except for the significant negative correlation between effort expectation and intention to use. This study aims to conduct deeper research on the integration of the English SPOC teaching model to effectively and efficiently enhance students’ interest in learning foreign languages.