An Empirical Study of How the Learning Attitudes of College Students toward English E-Tutoring Websites Affect Site Sustainability

Abstract

The present study utilized the Technology Acceptance Model (TAM 3) to explore the learning attitudes of college students with respect to English e-tutoring websites, an approach that has rarely been employed from the perspective of information technology and the global e-digital market. More specifically, the study used college students’ assessments of self-paced business English e-learning websites to investigate the adoption of those sites. Using simple linear regression analysis, the research explored the question of whether engagement in e-learning was able to enhance the students’ willingness to learn. The results of the analysis indicated that the majority of English e-tutoring users felt that online sources for learning English offer greater convenience and are more effective than noninternet resources. This finding suggests, in turn, that the web designers of business English e-learning websites could maintain and enhance the loyalty of site users by taking care to ensure the quality of the sites’ content. In particular, the knowledge management functions and interface requirements of student users should be adequately addressed by web designers so that the students can operate the websites more easily in the course of the learning process.