Undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning: Combining language learning motivation with technology acceptance model

Abstract

AbstractStudies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on the adoption of English-medium Web 2.0 tools in formal learning; while the use of indigenous Chinese Web 2.0 tools in informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools for informal English learning. It was conducted to verify a hypothesized mediation model with five factors, which were based on the technology acceptance model and language learning motivation. Structural equation modeling was employed with data from 834 undergraduates at a Chinese university. The findings revealed that undergraduates’ behavioral intention to adopt Chinese Web 2.0 tools was positively impacted by perceived usefulness, perceived enjoyment, and intrinsic motivation in English learning, rather than by perceived ease of use. Perceived usefulness acted as a mediator between perceived enjoyment and behavioral intention to use the tools, and perceived enjoyment mediated the relationship between intrinsic motivation in English learning and the intention to utilize the tools. Two mediators (perceived enjoyment and perceived usefulness) together mediated the relationship between intrinsic motivation in English learning and behavioral intention to adopt the tools. Implications were discussed when integrating indigenous Chinese Web 2.0 tools into informal English learning.