E-Learning Usage Behavior Among English Major Students in Sichuan, China
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Abstract
Purpose: The research aims to identify the factors impacting the English e-learning behavioral intention and use behavior of undergraduates in English majors in Sichuan, China. Research design, data, and methodology: A questionnaire-based quantitative approach was utilized to collect data from a sample of 472 individuals belonging to the target group. Following data collection, the item-objective congruence (IOC) index and Cronbach's Alpha were computed to ensure data reliability. Subsequently, Confirmatory Factor Analysis (CFA) was employed to examine the causal relationships between variables and assess the model's goodness of fit. Finally, the Structural Equation Model (SEM) was utilized once more to determine the impact strength of each variable in the model. Results: All factors demonstrate a noteworthy impact, particularly emphasizing the substantial influence of undergraduates' behavioral intention within English majors to embrace the usage of English E-learning tools. This intention significantly affects performance expectancy, self-efficacy, effort expectancy, and hedonic motivation, respectively, in terms of their effect strength. Additionally, there exists a notable impact on use behavior, attributed to both behavioral intention and facilitating conditions. Conclusions: 24-hour stand-by IT support and additional technique training are also available for English majors whenever they do English E-learning. In the future, linguistics and foreign language acquisition should be attached to the research.
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