Abstract
The present study utilized the Technology Acceptance Model (TAM 3) to explore the learning attitudes of college students with respect to English e-tutoring websites, an approach that has rarely been employed from the perspective of information technology and the global e-digital market. More specifically, the study used college students’ assessments of self-paced business English e-learning websites to investigate the adoption of those sites. Using simple linear regression analysis, the research explored the question of whether engagement in e-learning was able to enhance the students’ willingness to learn. The results of the analysis indicated that the majority of English e-tutoring users felt that online sources for learning English offer greater convenience and are more effective than noninternet resources. This finding suggests, in turn, that the web designers of business English e-learning websites could maintain and enhance the loyalty of site users by taking care to ensure the quality of the sites’ content. In particular, the knowledge management functions and interface requirements of student users should be adequately addressed by web designers so that the students can operate the websites more easily in the course of the learning process.
Highlights
We suggest that experience will moderate the relationship between (i) perceived usefulness; (ii) computer anxiety and perceived ease of use; and (iii) perceived ease of use and behavioral intention
Technology Acceptance Model 2 (TAM2), Technology Acceptance Model 3 (TAM3), and UTAUT use moderators, but the present study only focuses on the factors and consumers’ intention to use singSleus-tpailnaatbfiloitrym201E9,1b1u, xsFinOeRsPsEsEyRsRtEeVmIEsW
The following four types of factors are essential in knowledge management and with respect to the basic concepts of digital product design: (1) Natural environment and social factors: Natural environment factors consist of energy, resources, and other materials acquired from nature, while social factors consist of factors relating to religion, culture, and politics
Summary
English has become the common language of the world due to trade and politics, which have promoted the popularity of English usage. A British Council report estimated that, in 2015, approximately 30 million people around the world were engaged in active efforts to learn spoken English, with the majority of new growth markets for English teaching efforts being found in the developing world. English is critical to the school curricula in many countries, and the demand for English instruction in China and India, for example, is enormous. English is an official and/or first language in numerous countries. At least 25% of the world’s population speaks English, and knowledge of English is often an effective means of enhancing one’s prospects for a good-paying job [1]. The broad usage of English enables a true single market regarding knowledge and ideas [2]
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