Behavioral intention to continuously use learning apps: A comparative study from Taiwan universities

Abstract

The COVID-19 pandemic has shifted people's attention back to digital learning, and many online courses and digital language learning systems have attracted numerous language learners. This study explored the key factors affecting Japanese language learners’ behavioral intention to continue using Japanese language learning apps. A questionnaire survey was administered to Taiwanese students majored in Applied Japanese in six universities in Taiwan (including four comprehensive and two technology universities) from February 21 to March 20, 2021, and 269 valid responses were collected. The application of this study results may limit to the students of similar learning habits. The data were analyzed from different perspectives and through a multiple regression analysis and fuzzy-set qualitative comparative analysis (fsQCA). The empirical results from fsQCA successfully identify three types of learners: Kinesthetic learners (technology university students), consisting of positive performance expectancy, positive effort expectancy, and positive social influence; Inducible learners (comprehensive university students), who are Kinesthetic learners with negative self-efficacy; and Facilitating learners (comprehensive university students), who are Kinesthetic learners with positive facilitating conditions. The contribution is to determine the key factors in Japanese learners’ intentions to continue using Japanese language learning apps.