The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning

Abstract

Since Internet-based resources provides various and practical forms of English learning materials, Internet-based resources English learning is a common way for the younger generation. However, not like adult learning, university students need stronger motivation to learn English from Internet-based resources. This study surveyed Chinese college students in Central China to reveal the relationship between cultural intelligence, hedonic motivation, English self-efficacy, online experience quality, and willingness to continue learning online English. Using online media platforms and convenient sampling methods, a total of 385 questionnaires were collected. The data analysis was divided into three phases, descriptive analysis, measurement model evaluation, and structural equation model examination. The results showed Internet quality of experience significantly impacted English continuous learning intention. Cultural intelligence, English self-efficacy, and hedonic motivation all influenced significantly on Internet quality of experience and hedonic motivation had the strongest impact. In addition, the mediation effects of Internet quality of experience to these three factors and Internet-based resources English continuous learning intention all existed. Finally, the research results show cultural intelligence, English self-efficacy, and hedonic motivation were all examined significantly impacting Internet quality of experience statistically. English learning hedonic motivation is the most influencing factor. Therefore, English learning material should be attractive, fun, and enjoyable. This is what the teachers should think of and emphasize when to recommend learning material for students.

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy

“…Additionally, using internet-based resources allows one to overcome limitations imposed by time, distance, and geography while still learning from native speakers. Moreover, young people frequently use smartphones for communication, entertainment, and education (Gao, 2021;Metruk, 2022).…”

“…For example, prior research has revealed that one of the key elements in learning English is English self-efficacy. Because students will be learning on their own, their abilities must be considered when talking about using online resources to learn English (Gao, 2021;Tao and Xu, 2022).…”

“…There is a consensus within the education community regarding the imperative for Chinese students to enhance their proficiency in the English language. In addition, there is limited research on the continuation of internetbased English language learning materials (Gao, 2021;Shang, 2022). This research will help elucidate the significance of internet technology for English language learning among Chinese students.…”

A Perceptual Machine Model Based Approach to Recommending Online Learning Resources

“…With the rapid development of education informatization, online education has the advantages of convenience and wide dissemination of quality educational resources, and the commercialization platform of online education and its operation mode are developing rapidly and becoming more mature [1][2]. Online learning through educational platforms has become common for people to engage in learning activities.…”

Evaluation of spoken English self-study system considering speech knowledge recognition algorithm

“…Therefore, when compared to our country, China has indeed grown by leaps and bounds in recent decades, and they have developed in all aspects rapidly. Therefore, we need to learn English well and fully absorb the strengths of foreign countries [16][17][18]. However, in the process of self-learning English, there are often serious problems such as non-standard pronunciation, inaccurate reading of voice information, and inaccurate control of the degree of self-learning.…”