English learning motivation with TAM: Undergraduates’ behavioral intention to use Chinese indigenous social media platforms for English learning

Fan, Cunying

doi:10.1080/23311886.2023.2260566

Cited by 6 publications

(4 citation statements)

References 74 publications

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“…Perceived usefulness (PU), a crucial factor in TAM and ECM research, is identified as one of the most significant variables that can impact the behavioral intention of Thai EFL learners to adopt MALL in the present study (β = 0.3597, p < 0.05). This finding is consistent with the conclusions of previous studies (Kim and Lee, 2016;Hoi and Mu, 2021;Fan, 2023). PU has been consistently demonstrated as one of the critical variables within information systems research, exerting significant influence on individuals' behavioral intentions (Saeed and -Helm, 2008).…”

Section: Conclusion and Discussionsupporting

confidence: 92%

Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning

Pan,

Ye,

2024

Front. Educ.

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IntroductionRecently, researchers have begun to pay more attention to topics related to the adoption of mobile devices for supporting second or foreign language learning. Mobile-assisted language learning (MALL) is now prevalent among language learners and educators because of its convenient and enjoyable features. This study combined and extended the Technology Acceptance Model (TAM) and Expectation Confirmation Theory (ECT) to investigate the factors influencing English as a Foreign Language (EFL) students’ behavioral intentions to use MALL at two universities in Bangkok, Thailand.MethodsQuantitative methods were utilized in this study and the researchers obtained a total of 507 valid responses by using three-step sampling. After using confirmatory factor analysis (CFA) to determine that the study had enough construct validity, structural equation modeling (SEM) was applied to test the research’s hypotheses.ResultsThe findings revealed that all 15 hypotheses were supported, except that social influence cannot significantly influence behavioral intention.Discussion and implicationBy acquiring a deeper understanding of the factors that impact the behavioral intentions of language learners to utilize MALL, developers and providers can improve their capacity to design more enjoyable and effective applications that align with customer expectations and enhance financial gains. By understanding students’ behavioral intentions towards MALL, educators can efficiently raise awareness of its benefits and provide effective training, enabling students to utilize available resources and enhance their language learning experience.

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Section: Conclusion and Discussionsupporting

confidence: 92%

Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning

Pan,

Ye,

2024

Front. Educ.

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“…Several studies have investigated the impact of Perceived Ease of Use (PEOU) on Behavioral Intention (BI) to use e-learning systems. Fan (2023), Hsu et al (2009), Jaber (2016), and Salloum et al (2019 have reported a positive effect of PEOU on individuals' intentions to use recent e-learning systems. In contrast, Chesney (2006), Mizher andAlwreikat (2023), andZhou, Xue, andLi (2022) concluded that PEOU has no significant impact on learners' intentions to use e-learning systems.…”

Section: Perceived Ease Of Use (Peou)mentioning

confidence: 99%

From Crisis to Continuity: Exploring Students’ Perspectives on the Future of Online Learning Beyond COVID-19

Al-Nabhani,

Al-Abri

2023

IES

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As we live in the post-COVID-19 era, much research should be devoted to guiding educators and policymakers on what to retain, revise, or even eliminate from the online learning experience. This study aimed to provide a deeper understanding of the students’ behavioural intention to continue using technology in the post-COVID-19 era. The study was grounded in a well-known theoretical model for assessing technology adoption, the Technology Acceptance Model (TAM), expanded by adding the following external variables: accessibility (ACC), anxiety (ANX), feedback (FB), computer playfulness (CP) and perceived enjoyment (PNJ). A total of 134 undergraduate students from both public and private universities and colleges in Oman were included in the study. Data was collected through the administration of a Likert-scale questionnaire and analysed using descriptive tests and the Smart-PLS technique. The study’s main findings revealed that ACC, ANX, CP, and PNJ had a significant impact on Perceived Ease of Use (PEOU), while no such effect was observed on Perceived Usefulness (PU). Notably, the study concludes that students exhibit a high intention to continue using technology. The study underscores the increasing familiarity of interactive technology tools among teachers and students, a trend accelerated during the pandemic. However, a recommendation is made for the development of a comprehensive framework by educational stakeholders, including policy professionals and teachers, to specify the strategic use of technology and its intended purpose.

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“…Self-determination theory, introduced by Deci et al (1999), provides valuable insights into the motivational drivers behind individual behaviors. In a study conducted by Fan (2023), Chinese college students' acceptance of using social media platforms like WeChat and Bilibili for English language learning was investigated, emphasizing the pivotal role of intrinsic motivation in sustaining learners' enthusiasm for the task. Therefore, factors such as social influence (SI), facilitating conditions (FC), perceived enjoyment (PE), and intrinsic motivation (IM) play crucial roles in shaping the acceptance of utilizing social media to improve speaking skills.…”

Section: Behavioral Intentionmentioning

confidence: 99%

Behavioral Intention of Chinese College Students Use Social Media to Improve English Speaking Skills: Based on the Technology Acceptance Model and Self-Determination Theory

Ding,

Sazalli

2024

IJARPED

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The use of social media has become an important part of contemporary Chinese university students' lives and learning, and as an educational tool, it can facilitate learning. However, acceptance is a prerequisite for using social media in language learning. For Chinese college students who are not English majors, increasing learners' acceptance through intrinsic motivation has become a current concern due to the lack of extrinsic motivation. Therefore, this study, drawing upon the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) as theoretical frameworks, investigates the acceptance and usage patterns of social media platforms for enhancing speaking skills. Findings reveal a high level of acceptance among students, with usage intentions influenced by facilitating conditions, autonomy, competence, perceived usefulness, and perceived ease of use. Autonomy, competence, and relatedness impact the perceived usefulness and ease of use of social media for Englishspeaking learning. However, conclusive evidence regarding the impact of social influence and relatedness on behavioral intention to use remains elusive. Actionable recommendations are provided for researchers, policymakers, developers, and users to promote the integration of social media into language learning practices.

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English learning motivation with TAM: Undergraduates’ behavioral intention to use Chinese indigenous social media platforms for English learning

Cited by 6 publications

References 74 publications

Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning

Factors affecting Thai EFL students’ behavioral intentions toward mobile-assisted language learning

From Crisis to Continuity: Exploring Students’ Perspectives on the Future of Online Learning Beyond COVID-19

Behavioral Intention of Chinese College Students Use Social Media to Improve English Speaking Skills: Based on the Technology Acceptance Model and Self-Determination Theory

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