If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning
Abstract
:1. Introduction
2. Model Development
2.1. Asynchronous Online English Learning
2.2. Expectation-Confirmation Model
2.3. Extended Variable: Perceived Enjoyment
3. Method
3.1. Participants
3.2. Instruments
3.3. Research Procedure and Data Analysis
4. Results
4.1. Descriptive Analysis
4.2. Results of Mediation Analysis
4.3. Findings from Semi-Structured Interviews
…It improved my oral expression fluency and trained my mindset.(From A)
…If you don’t understand the contents, you can go back and listen to it right away, it is quite easy and workable.(From B)
…Well, online classes let me have more free time. I can arrange my study, and if I have questions I can even replay later, … It is just what I want, … you cannot do it in traditional classes.(From D)
…I took a lot of notes while learning online, I can ask questions and teachers and peers will answer, after a while, my English scores are improved, this improvement made me feel accomplishment, very happy, it also increased my interest in continuing learning these courses.(From D)
…I really like the fancy statistical functions of these courses, … teachers in traditional face-to-face classes only use test papers or they ask questions, very boring…These statistical results come out immediately when I submit my answers, very informative to me, I will surely continue my learning here.(From A)
…Online classes, especially asynchronous mode, are not as intense as offline classes, for example, in offline classes, you may feel anxious because you may be questioned by your teacher at any time, but asynchronous online classes atmosphere is more relaxed, and it may be better for me to study.(From B)
5. Discussion
6. Conclusions
6.1. Implications
6.2. Limitations and Suggestions for Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Demographic | Category | Number | Percentage |
---|---|---|---|
Gender | Male | 135 | 53.15% |
Female | 119 | 46.85% | |
Level of study | Undergraduate | 203 | 79.92% |
Postgraduate | 51 | 32.53% | |
Online learning experience | <1 year | 42 | 16.54% |
1–3 years | 165 | 64.96% | |
3–5 years | 46 | 18.11% | |
>5 years | 1 | 0.39% | |
Major | Literature | 74 | 29.13% |
Nature Science | 106 | 41.73% | |
Engineering | 48 | 18.90% | |
Agriculture | 12 | 4.72% | |
Medicine | 14 | 5.51% |
Interviewees | Gender | Major | Academic Year |
---|---|---|---|
A | male | Agronomy | 2nd-year graduate |
B | female | Applied linguistics (English) | 3rd-year graduate |
C | male | Law | 3rd-year undergraduate |
D | female | Mathematics | 2nd-year undergraduate |
E | female | Linguistic Data Science and Applications | 1st-year graduate |
Constructs | Cronbach’s α | Number of Items | References |
---|---|---|---|
Confirmation | 0.610 | 3 | Bhattacherjee [16] |
Perceived Enjoyment | 0.707 | 4 | Koufaris [52] |
Perceived Usefulness | 0.709 | 4 | Bhattacherjee [16] |
Continuance Intention | 0.648 | 3 | Bhattacherjee [16], Lee [51] |
Variables | M | SD | Min | Max | Skewness | Kurtosis |
---|---|---|---|---|---|---|
Confirmation | 5.72 | 0.73 | 2.00 | 6.67 | −1.51 | 3.70 |
Perceived usefulness | 5.81 | 0.72 | 3.00 | 6.75 | −1.50 | 2.60 |
Perceived enjoyment | 5.76 | 0.74 | 3.00 | 6.75 | −1.43 | 2.15 |
Continuance intention | 5.76 | 0.77 | 2.00 | 7.00 | −1.65 | 3.97 |
Path | Effect | Boot SE | BootLLCI | BootULCI | Ratio of Effect to Total Effect |
---|---|---|---|---|---|
Total effect (c) | 0.842 | 0.039 | 0.764 | 0.920 | 100.000% |
Direct effect (H1) | 0.287 | 0.058 | 0.173 | 0.401 | 34.086% |
Total indirect effect | 0.555 | 0.074 | 0.417 | 0.705 | 65.914% |
Indirect 1 (H2) | 0.271 | 0.070 | 0.148 | 0.415 | 32.185% |
Indirect 2 (H3) | 0.139 | 0.037 | 0.069 | 0.213 | 16.508% |
Indirect 3 (H4) | 0.146 | 0.039 | 0.078 | 0.230 | 17.340% |
(C1) | 0.132 | 0.094 | −0.035 | 0.322 | |
(C2) | 0.125 | 0.084 | −0.027 | 0.301 | |
(C3) | −0.007 | 0.042 | −0.097 | 0.069 |
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Huang, F.; Liu, S. If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning. Educ. Sci. 2024, 14, 880. https://doi.org/10.3390/educsci14080880
Huang F, Liu S. If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning. Education Sciences. 2024; 14(8):880. https://doi.org/10.3390/educsci14080880
Chicago/Turabian StyleHuang, Fang, and Shuiyin Liu. 2024. "If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning" Education Sciences 14, no. 8: 880. https://doi.org/10.3390/educsci14080880