Empirical Research on the Influencing Factors of Mobile Foreign Language Learning Based on UTAUT Model

2016 ◽  
Vol 13 (10) ◽  
pp. 7526-7532
Author(s):  
Jingfeng Gan ◽  
Liang Zhong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Influence Factors ◽  
Foreign Language Learning ◽  
Development Trend ◽  
Equation Model ◽  
Utaut Model ◽  
Key Factor

With the popularity of smart phones, mobile foreign language learning will become the future development trend, but at present, whether the mobile foreign language learning is accepted by students or not will become the key factor in the implementation of mobile language learning project. Therefore, the influence factors of the mobile language learning are studied in this paper. On the basis of UTAUT model, the five influencing factors of mobile foreign language learning are summed up, and a questionnaire survey is designed, and the data of the survey results are analyzed by using SPSS software. The results show that perception fun, social influence and the expected effort have a significant impact on mobile language learning, while the preset self-learning management has not significant impact on it, and finally the multi group structural equation model is used for analysis. The results show that the phone type, grade, and gender do not have a role in the regulating the influence factors of College Students’ mobile foreign language learning.

scholarly journals THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thuy Lan ◽  
Nguyen Thuy Nga
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Structural Equation ◽  
Real Life ◽  
Foreign Language Learning ◽  
Equation Model ◽  
Equation Modeling ◽  
High Stakes ◽  
Learning Content ◽  
National University

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation.  In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

scholarly journals Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Reza Pishghadam ◽  
Ali Derakhshan ◽  
Haniyeh Jajarmi ◽  
Sahar Tabatabaee Farani ◽  
Shaghayegh Shayesteh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interpersonal Communication ◽  
Structural Equation ◽  
Foreign Language Learning ◽  
Equation Modeling ◽  
Communication Behaviors ◽  
Professional Success ◽  
Teacher Success ◽  
Predictor Of Success

Due to the important role that teachers’ professional success plays in the effectiveness of their students and the education system in which they are involved, the present study investigated whether teacher stroke can predict teacher success through the mediation of students’ active and passive motivation. For this aim, a group of 437 Iranian university English as a Foreign Language (EFL) students were targeted to respond to the teacher success, teacher stroke, and student motivation questionnaires. The main results of the study, obtained through running correlation and structural equation modeling (SEM), were first, while positive stroke showed a positive correlation with teacher success, it did not directly predict success; yet mediated by active motivation, it was a positive predictor of success; second, while teacher success had no significant relationship with total motivation, it was positively correlated with active and passive motivation, separately; third, in terms of gender differences, for the female participants, stroke, mediated by active motivation, was a better predictor of teacher success; fourth, high scores in positive, verbal, and conditional stroke were in association with high scores in active motivation, which significantly predicted teacher success. Based on the results, it can be concluded that teacher stroke, as an instance of positive teacher interpersonal communication behaviors, increases students’ active motivation for foreign language learning, which in turn results in their higher perceptions of English teachers’ professional success.

The convergence level and influencing factors of China’s digital economy and real economy based on grey model and PLS- SEM

2021 ◽  
pp. 1-31
Author(s):  
Guoteng Xu ◽  
Tingjie Lu ◽  
Xia Chen ◽  
Yiman Liu
Keyword(s):  
Influencing Factors ◽  
Structural Equation ◽  
Development Trend ◽  
Equation Model ◽  
Sem Analysis ◽  
Digital Economy ◽  
Real Economy ◽  
Analysis Model ◽  
Level Measurement ◽  
Objective Reference

The paper constructs a research model mainly based on the Deng’s correlation analysis model on the convergence level measurement, the GM (1,1) coordinated development prediction model and PLS-Structural Equation Model (PLS-SEM) analysis model on the influencing factors. The data about China’s digital economy and real economy from 2005 to 2019 (totaled 2,250) is adopted to conduct an empirical analysis of the convergence level from 2005 to 2019 and predict the development trend from 2020 to 2029. The paper could further analyze the influencing factors of convergence, in an attempt to put forward relevant development suggestions. We hope the study could provide an objective reference and theoretical basis for improving the convergence level in China in some extent.

scholarly journals Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 255
Author(s):  
Kuldip Kaur Maktiar Singh ◽  
David Loh Er Fu ◽  
Irene Leong Yoke Chu ◽  
Phang Yook Ngor ◽  
Chan Yann Seng ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Public University ◽  
Survey Questionnaire ◽  
Foreign Language Learners ◽  
Efl Teachers ◽  
Key Factor ◽  
Motivation Level

Abstract: Motivation is a key factor in learning a foreign language.  This study investigated the instrumental, integrative and attitudinal motivation level of students learning Japanese as a FL in a public university in Malaysia.  A survey questionnaire based on Gardner’s (1985) AMTB (Attitude/Motivation Test Battery) and Dornyei’s (1994) Attitudinal Motivation was given to 171 undergraduates.  Descriptive and Inferential statistics were used to analyse the data.  The results of the study indicated that the foreign language learners were generally highly motivated to learn Japanese as a foreign language. Moreover, their integrative and attitudinal motivational levels were similarly high and slightly higher than their instrumental motivation.  There were also statistically significant differences among the three subscales of attitudinal motivation viz. teacher-specific, course-specific and group-specific. They were more oriented towards teacher-specific and course-specific attitudinal motivation than group-specific attitudinal motivation.  The implications for EFL teachers and curriculum developers are that it would improve foreign language learning courses in future by designing suitable lessons and preparing appropriate materials and activities. Keywords: Attitude, Foreign language learning, Instrumental orientation, Integrative orientations, Motivation

scholarly journals THE MYTH OF “THE EARLIER THE BETTER” IN FOREIGN LANGUAGE LEARNING OR THE OPTIMAL AGE TO LEARN A FOREIGN LANGUAGE

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Thi Tuyet
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
General Belief ◽  
Key Factor ◽  
Widespread Belief

A widespread belief of ‘the earlier the better’ in foreign language learning has led to generous investment from both families and societies on young children’s foreign language learning. Nonetheless, the outcome of such investment is often under expectation. This article aims to discuss if there is an optimal age to learn a foreign language. By putting together both related theoretical and empirical research in the international literature, this article forwards the message that the general belief of ‘the earlier the better’ in foreign language learning is often misleading, and too early investment in children’s foreign language learning may become a big waste. Ultimately, the key factor in effective foreign language teaching and learning is how to adapt the teaching style to match the learning style of students rather than when to let children start learning a foreign language.   

Sign in / Sign up

Export Citation Format

Share Document