Exploring Antecedents of Japanese Major Students’ Behavioral Intention to Use Japanese Language Learning Apps in Chengdu, China

Jingyi Zhang

doi:10.14456/shserj.2025.9

Authors

Jingyi Zhang

DOI:

https://doi.org/10.14456/shserj.2025.9

CITATION

DOI: 10.14456/shserj.2025.9

Published: 2025-03-21

Keywords:

Japanese Learning App, Perceived Enjoyment, Perceived Usefulness, Attitude, Behavioral Intention

Abstract

Purpose: This research investigates the determinants influencing the behavioral intention of Japanese major students to utilize Japanese language learning apps in Chengdu, China. The conceptual framework incorporates perceived enjoyment, perceived usefulness, perceived ease of use, attitude, task-technology fit, information quality, and behavioral intention. Research Design, Data, and Methodology: The research adopted a quantitative methodology, involving a survey of 500 Japanese language learners selected from eight universities located in Chengdu. Before collecting data, the study employed the Item-Objective Congruence (IOC) index and conducted a pilot test with a subset of 50 participants to assess and ensure the validity and reliability of the research instruments. Following this, the gathered data were analyzed by confirmatory factor analysis (CFA) and Structural Equation Modeling (SEM). Results: Perceived enjoyment and percived ease of use significantly influence perceived usefulness. Perceived usefulness and percived ease of use significantly influence attitude towards behavioral intention. Additionally, task-technology fit significant influences behavioral intention. Nevertheless, Perceived enjoyment has no significant influence on perceived ease of use. Information quality does not significantly influence behavioral intention. Conclusion: It is necessary to consider the products development, the balance between user-perceived enjoyment and perceived ease of use, and add more elements that can trigger user pleasure to create a better user experience.

Author Biography

Jingyi Zhang

Southwest Minzu University, China.

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