Applying the UTAUT to Understand Factors Affecting the Use of English E-Learning Websites in Taiwan

Abstract

The evolution of the Internet diminishes learning's limits on time and location and attracts more and more students to learning websites or online learning environments to pursue their chosen studies. The purpose of this study is to explore Taiwanese college students' needs for English E-learning websites. Accordingly, this paper uses the unified theory of acceptance and use of technology to investigate and explain Taiwanese college students' acceptance of English E-learning websites. After analysis, the results demonstrate that performance expectations, effort expectancy, and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. Overall, if students believe that English E-learning websites can help them increase their performance and that they are easy to use, there is an increase in their intention to use them. This suggests that web designers should improve knowledge management functions and improve user interfaces to be easier to operate. Keywords E-learning, unified theory of acceptance and use of technology (UTAUT), technology acceptance model (TAM), model combining the technology acceptance model and theory of planned behavior (C-TAM-TPB), motivational model (MM), English E-learning behavior

Designing a System for English Evaluation and Teaching Devices: A PZB and TAM Model Analysis

“…Most e-learning systems provides services for searching, downloading, and delivering content (Tan, 2013a;Tan, 2013b;Tan, 2017a). They also provide e-users with various learning tools, such as systems, e-books, audio files, econtent, and videos to enhance their teaching and learning performance.…”

“…For example, Yoo, Han, and Huang (2012) found that employers in South Korea were positively influenced by factors such as effort expectancy and attitude towards e-learning in Table 2. Disadvantages and Advantages of Traditional and E-learning Approaches (Zhang et al, 2004;Tan, 2013a;Tan, 2013b;Tan, 2015) Traditional approaches E-learning approaches Advantages ◎ Familiar to both teachers and students ◎ Direct feedback ◎ Cultivation of a social community ◎ Motivates users ◎ User-centred and self-paced ◎ Place-and time-flexible ◎ Potentially provided to universal learners ◎ Cost-effective for users ◎ Archival ability for information resharing and reusing Disadvantages ◎ Teacher-centred ◎ Place-and time-limited ◎ More expensive (learner resources and teacher wages)…”

“…By contrast, in e- Table 1. Basic Characteristics (Tan, 2013a;Tan, 2013b;Tan, 2015 learning approaches, students can learn from teachers or computers to receive more information immediately. There are also no time constraints in e-learning situations, and students do not even need a teacher.…”

“…To address this problem, our device offers an effective alternative. (Tan, 2013a;Tan, 2013b;Tan, 2015;Tan & Hsu, 2017a). Standardised testing mainly involves group tests.…”

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

“…As a matter of fact, the Taiwan Ministry of Education (MOE) has initiated an advanced project for the purposes of enhancing English proficiency through e-learning since 2002, so that all Taiwanese people could learn without the constraints of time and space. To carry out this project numerous universities in Taiwan develop e-learning environments for English as a foreign language (EFL) courses (Spence & Liu, 2013;Tan, 2013;. To cope with the rising trend of ubiquitous e-learning, English teachers thus need to understand how to create effective English instruction through e-learning technologies with the goal of preparing students for the new information society as well as cultivating students with good English proficiency in order to utilize this global language wisely in future working environments.…”