EFL Learners' Self-Determination and Acceptance of LMOOCs: The UTAUT Model

Autor/in	Hsu, Liwei
Titel	EFL Learners' Self-Determination and Acceptance of LMOOCs: The UTAUT Model
Quelle	In: Computer Assisted Language Learning, 36 (2023) 7, S.1177-1205 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Liwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1976210
Schlagwörter	English (Second Language); Second Language Learning; Self Determination; MOOCs; Educational Technology; Computer Assisted Instruction; Foreign Countries; Personal Autonomy; Competence; Interpersonal Relationship; Student Motivation; Predictor Variables; Student Behavior; College Students; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstbestimmung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Ausland; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Prädiktor; Student behaviour; Schülerverhalten; Collegestudent
Abstract	The Language Massive Open Online Courses (LMOOCs) is a new platform of computer assisted language learning (CALL); since most LMOOCs witness high dropout rates, empirical evidence on English as a Foreign Language (EFL) learners' motivation to accept and utilize LMOOCs for English language learning is warranted. This study recruited 237 Taiwanese participants with experience in completing at least one LMOOC to answer question items based on the levels of three psychological needs (i.e. autonomy, competence, and relatedness) of self-determination theory (SDT) as well as the Unified Theory of Acceptance and Use of Technology (UTAUT). Partial least squares structural equation modelling (PLS-SEM) was used to explore the structural relationship between the variables of SDT and UTAUT. Additionally, linear modelling was employed to test the moderating effect of motivation on the relationship between the four determinants of UTAUT, behavioural intention, and use behaviour. The results of this study report that autonomy, competence, and relatedness are significant to EFL learners' motivation for using LMOOCs. However, while performance expectancy was not statistically significant to behavioural intention, effort expectancy and social influence were. Moreover, behavioural intention and facilitating conditions were significant to use behaviour, while motivation was a significant predictor of LMOOC use behaviour. However, the moderating effect of motivation was only significant to the relationship between the variables of social influence and behavioural intention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01