Factors Impacting Behavioral Intention to Use Blended Learning for English Courses in Higher Vocational Colleges in China
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Purpose: The study investigates the impact of five independent variables (self-efficacy, facilitating conditions, performance expectancy, effort expectancy, and attitude) on the dependent variable (behavioral intention). Besides, it aims to identify significant differences between variables. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence for validity and Cronbach’s Alpha in a pilot test (n=38) for reliability. With the non-probabilistic sampling technique, 495 valid responses from students at Anshun Technical College were analyzed by multiple linear regression to verify the significant relationship between variables. Following this, a 14-week Intervention Design Implementation (IDI)was conducted among 33 students. Afterward, the quantitative results from post-IDI and pre-IDI were analyzed in the paired-sample t-test for comparison. Results: Multiple linear regression revealed that performance expectancy, effort expectancy, and attitude had a significant impact on students’ behavioral intention to use blended learning for English courses, while self-efficacy and facilitating conditions had no significant impact on students’ behavioral intention. Finally, the results from the paired-sample t-test for comparison demonstrated significant differences in Performance Expectancy, Effort Expectancy, Attitudes, and Behavioral Intention between the post-IDI and pre-IDI stages. Conclusions: This research strives to explain the factors impacting students’ behavioral intention to use blended learning to enhance their behavioral intentions and improve the effective implementation of blended learning in higher vocational colleges in China.
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