Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China-Reference-Cited by-同舟云学术

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Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China

Published:2019-01-16 Issue:7 Volume:32 Page:784-804
ISSN:0958-8221
Container-title:Computer Assisted Language Learning
language:en
Short-container-title:Computer Assisted Language Learning

Author:

Li Rui¹^ORCID,Meng Zhaokun²,Tian Mi³^ORCID,Zhang Zhiyi⁴,Ni Chuanbin⁴,Xiao Wei⁵^ORCID

Affiliation:

1. School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei Province, PR China;

2. School of Art and Literature, Shihezi University, Shihezi, Xinjiang Province, PR China;

3. Department of Psychology, The Chinese University of Hong Kong, New Territories, Hong Kong, PR China;

4. School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, Jiangsu Province, PR China;

5. Research Center for Language, Cognition and Language Application, Chongqing University, Chongqing, PR China

Funder

China Postdoctoral Science Foundation

Project funded by Selected Postdoctoral Technology Foundation in Hubei Province of China

Fundamental Research Funds for the Central Universities

Publisher

Informa UK Limited

Subject

Computer Science Applications,Linguistics and Language,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09588221.2018.1540433

Reference53 articles.

1. Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

2. Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

3. The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety

4. Structural equation modeling in practice: A review and recommended two-step approach.

5. Future directions for assessing for learning in second language writing research: epilogue to the special issue

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