A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education

Abstract

This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing students' attitudes and learning performance. A sample of 1,949 students was collected. Structural equation modeling was employed for data analysis. The authors found that subjective norm, system accessibility, and e-learning self-efficacy positively affected the students' attitudes and behavioural intentions through perceived usefulness and perceived ease of use. The students' behavioural intention was positively related to learning performance. The students with higher English proficiency would lead to a stronger subjective norm-perceived usefulness relation, while a lower English proficiency would lead to a stronger relationship between perceived ease of use and perceived usefulness.