| 英文摘要 |
Although online English courses have been offered at some universities in Taiwan, it is not clear what factors contributing to online learner satisfaction. The purposes of this study were to explore the effect of flow experience on English as a Foreign Language (EFL) online learner satisfaction and to validate the Chinese versions of the Flow Experience Scale (FES) and Online Learner Satisfaction Scale (OLSS). A total of 199 EFL students from a university in Taiwan completed the FES and OLSS. A simple regression analysis demonstrated that the flow experience had a positive effect on EFL online learner satisfaction, F (1, 197) = 134.19, p < .001, R2 = .41. Hence, EFL web teachers should enhance EFL online learners flow experience in order to bring about better online English learning satisfaction. The Cronbachs alpha reliability coefficients were .86 for FES and .92 for OLSS. For the FES, a principal component analysis resulted in a one-factor (flow experience) solution that accounted for 50.87% of the variance. For the OLSS, the principal component analysis resulted in a two-factor (satisfaction with the course and satisfaction with the medium) solution that accounted for 65.69% of the variance. Thus, FES and OLSS are valid and reliable instruments measuring EFL online learners flow experience and learner satisfaction, respectively. |
