영어학습자의 e-Learning 사용의도에 미치는 요인들

Factors influencing English learners’ intention to use e-Learning: Structural Equation Method(SEM) approach

The purpose of this study is to empirically examine English learners’ behavior of adopting e-Learning. Based on the well-known technology acceptance theory, Technology Acceptance Model(TAM), this study developed a model to investigate the relationship between theoretical constructs spanning e-Learning environment characteristics (Self-Directed Learning, Interactivity, and Content Quality) and English learners’ characteristics (Self-efficacy and Innovation), and their impact on perceived usefulness of e-Learning in the context of English learning. A total of 387 data were used to analyze the proposed model using the structural equation modeling. The results are twofold: First, results suggest that constructs in the proposed model have a significant role in regard to the perceived usefulness of e-Learning, accounted for 67.4% of the variance explained in English learners’ perceived usefulness. Second, results also support the significant effect among TAM constructs, implying that TAM is applicable in the context of e-Learning for English learners.