The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English

Abstract

Facing cultural globalization and technological transformation, students need to learn how to continuously utilize social media for English learning. Previous studies have focused on exploring the relationship among students’ attitudes toward learning tools or platforms, but have not discussed those correlations in the context of English learning via YouTube. Moreover, limited studies have investigated the continuance intention of students in Taiwan to use YouTube to learn English from the perspective of acculturation, drawing on the expectancy-value model. To address this gap, based on situated expectancy-value theory, this study examined the associations among metacognitive strategies (MS), acculturation, learning attitude (LA) toward English, perceived value (PV) of using YouTube to learn English, and continuance intention (CI) to use YouTube to learn English. A total of 230 data were obtained from students in Taiwan. The results of structural equation modeling revealed that MS and acculturation were positively related to LA and PV; LA was positively related to PV; and LA and PV were positively related to CI. The results offer instructors valuable insights on how to purposefully regulate their English teaching behaviours, and suggest that YouTube can play a role in helping individuals learn English.