大学英语学习者对直播教学平台的接受度:基于技术接受模型的研究

Chinese EFL learners’acceptance of live video-streamed teaching platforms:A study based on the Technology Acceptance Model

本研究基于技术接受模型,通过问卷调查考察800名中国大学英语学习者在网络自我效能感、感知易用性、感知有用性、使用态度和使用意向这5个变量上对直播教学平台的接受度情况及影响因素。研究表明:1)学习者在这5个变量上都处于较高水平,但个体差异较明显;性别对直播教学平台的接受度没有显著影响;2)5个变量呈现不同程度的显著正相关,回归分析表明网络自我效能感、感知易用性、感知有用性和使用态度四者对使用意向都有不同程度的预测作用;中介模型显示感知易用性正向预测感知有用性,这两者又在网络自我效能感与使用意向之间发挥重要的中介作用,间接效应最显著的是“网络自我效能感→感知有用性→使用态度→使用意向”这一路径。研究结果对教师和技术开发者有一定启示。

Based on the Technology Acceptance Model(TAM),this study explored Chinese English as a Foreign Language(EFL)learners’acceptance of live video-streamed teaching platforms for formal language learning.Data were collected from 800 participants,and the results indicated the following:1)All participants showed a high level of acceptance in the five variables,that is,computer self-efficacy(CSE),perceived ease of use(PEU),perceived usefulness(PU),attitude(ATT),and behavioral intention to use(BI),but with significant individual differences,and there were no gender differences in any of the variables.2)All five variables were significantly correlated.In addition,CSE,PEU,PU,and ATT could predict BI to different degrees.Mediating effect analysis revealed that PEU and PU mediated the relationship between CSE and BI,with the former being an antecedent to the latter.The pathway with the largest indirect effect size is CSE→PU→ATT→BI.The implications for teachers and platform designers are also discussed.