The influence of individual espoused cultural values on self-directed use of technology for language learning beyond the classroom

Abstract

Students' use of technology for learning beyond the classroom is critical to maximizing the educational potential of technology, and understanding factors that affect learners' adoption of technology is critical. This study examined the influence of individual espoused cultural values on learners' voluntary technology adoption in informal learning contexts. Structural equation modeling was used to test a model of the direct and moderating effects of espoused cultural values on learners' self-directed use of technology for learning beyond the classroom, based on the survey responses of 661 foreign language learners from three countries/regions. The study found strong direct effects but weak moderating effects of cultural values. It further found that long-term orientation and uncertainty avoidance were two individual-level cultural value orientations that played important roles in the voluntary adoption of technology for self-directed learning beyond the classroom.