What Drives a Successful Web-based Language Learning Environment? An Empirical Investigation of the Critical Factors Influencing College Students’ Learning Satisfaction

Chen, Yi-Cheng; Yeh, Ron Chuen; Lou, Shi-Jer; Lin, Yi-Chien

doi:10.1016/j.sbspro.2013.10.463

Cited by 9 publications

(11 citation statements)

References 17 publications

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“…In the past, I dared not read English in front of everyone when being face to face", the novel interactions with people online don't necessarily lead to enjoyable experiences. Web-based technologies not only feature flexibility in time, space, and distance (Chen et al, 2013), but they may also arouse a feeling of isolation from the teacher and from peer support. The negative effect of technologies on learner emotions may lead to poor language learning performance (Hauck & Hurd, 2005;Yang et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Although these findings substantiate the psychometric quality of the OFLES, there were clear limitations to the present research. The validation of a new measure entails the assessment of measurement properties on a variety of samples in similar and different contexts (Chen et al, 2013), because the validity of a measure cannot be definitively confirmed in a single study. Indeed, all the participants in the present study shared several homogeneous properties, namely the same mother tongue, an identical instructional level, similar age and years spent in learning English, and they mainly specialized in natural science studies (85.8% of the participants) with only a small minority of humanities and social science majors.…”

Section: Limitations and Directions For Further Researchmentioning

confidence: 99%

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Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Wang

Yang

et al. 2021

Percept Mot Skills

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The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Limitations and Directions For Further Researchmentioning

confidence: 99%

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Wang

Yang

et al. 2021

Percept Mot Skills

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“…The partial least squares method was applied to validate the measurement properties and proposed hypotheses. The findings demonstrate that college students show positive incline towards the use of the web-based language learning system for EFL courses and signify a possible benefit from its use in the long run (Chen, Yeh, & Lin, 2013). However, a study aimed at identifying the challenges with which 42 Malaysian students of Teaching English as a Second Language (TESL) are faced before, during and after stages of video production process revealed that students encountered various difficulties before, during and after production stages.…”

Section: Related Studiesmentioning

confidence: 98%

Medical Students’ Challenges and Strategies in Producing Web TV Programs on YouTube

Mohamad¹,

Ismail²,

Wahab³

et al. 2016

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Cooperative learning occurs when students work together in small groups on an assigned project to achieve learning objectives. A classroom assignment given in an English for Specific Purposes course namely, Workplace Communication III, exposed medical students to this method. This assignment required students to produce a Web TV program and upload it to YouTube. In completing their assignment by employing cooperative learning method, the students applied several processes and faced challenges that eventually helped them to improve their communication skills in the English language. This study aimed to identify the challenges faced and the strategies the students employed to overcome those challenges. Seventeen first year medical undergraduates who enrolled in the Workplace Communication III course were involved in this study. Semi-structured focus group interviews and reflective notes were used to collect the data for this study. The challenges faced by students are time constraint, communication and technical difficulties, and a lack of creativity and confidence. The main strategies applied included brainstorming ideas, independent learning, and practices to overcome these challenges. This study could serve as a guideline for the course designers to improve the current course.

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“…Previous research found that social influence could significantly influence students' intention to use the e-learning system (Decman, 2015). In the context of blended learning, it was found that social influence had a significant impact on learning climate, which in turn significantly influenced students' learning satisfaction (Chen et al, 2013). In addition, recent research on student learning during the COVID-19 pandemic found that social influence could significantly influence students' intention to adopt online classes during the pandemic (Tiwari, 2020).…”

Section: Social Influencementioning

confidence: 99%

The Impact of the Coronavirus (COVID-19) Pandemic on Education

Dang

Zhang

2021

International Journal of Information and Communication Technology Education

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During the COVID-19 pandemic, many universities have moved a large portion of their classes online. To better support students’ online learning activities and to best resemble the face-to-face setting, the technology-supported, synchronous remote learning platform was adopted in most cases. In this study, we aim to investigate factors that could influence students’ learning in this new environment during the COVID-19 pandemic. Specifically, a research model was developed and tested with 428 students. The result showed that students’ IT competence had a significant impact on their learning satisfaction, while social influence had a significant impact on their intention to use the remote learning technology in future classes. As to technology facilitating conditions, significant impacts were found from it (at both institution and student levels) to learning satisfaction. We also found that COVID-19 related mental impacts could influence students’ satisfaction on and intention to use the remote learning technology.

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What Drives a Successful Web-based Language Learning Environment? An Empirical Investigation of the Critical Factors Influencing College Students’ Learning Satisfaction

Cited by 9 publications

References 17 publications

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Medical Students’ Challenges and Strategies in Producing Web TV Programs on YouTube

The Impact of the Coronavirus (COVID-19) Pandemic on Education

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