以擴充的科技接受模式探討行動英語學習之接受度

Extending the Technology Acceptance Model for Mobile English Learning Acceptance

本研究將知覺便利擴充至Davis的TAM，以探討影響行動英語學習接受的因素以及這些因素之間的關係。本研究以台灣中部地區158位技術學院的學生為對象，實際使用PDA進行行動英語學習兩週之後，使用量表收集構面資料，並以SmartPLS軟體作為SEM分析的工具。研究顯示知覺便利、知覺易用及知覺有用，是影響行動英語學習接受的前置因素。其中，知覺便利、知覺易用及知覺有用正向顯著影響朝向使用態度；知覺有用及朝向使用態度正向顯著影響持續使用意願。整體來說，本研究的模式對行動英語學習接受度之預測和解釋力良好。

This study extends perceived convenience to Davis' technology acceptance model (TAM) to discuss the factors influencing mobile English learning acceptance and relationships among these factors. Participants of this study were 158 students in a technical college located in Central Taiwan. Two weeks after the students were involved in an English learning program through PDA, the researchers collected the construct data through questionnaires. SmartPLS was used as the SEM analysis tool. Research findings show that perceived convenience, perceived ease of use, and perceived usefulness are the antecedents of mobile English learning acceptance. Specifically, perceived convenience, perceived ease of use, and perceived usefulness positively and significantly influence attitude toward using; perceived usefulness and attitude toward using positively and significantly affect continuance intention. Overall, findings of this study showed fine predictive and explanatory power of users' mobile English learning acceptance.