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

作　　者：徐锦芬[1] 邓巧玲 XU Jinfen;DENG Qiaoling(School of Foreign Languages,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学

出　　处：《外语教学与研究》2024年第2期262-273,320,F0003,共14页Foreign Language Teaching and Research

基　　金：国家社科基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(20AYY015)的阶段性成果。

摘　　要：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.

关 键 词：技术接受模型 直播教学平台 接受度 性别差异 

分 类 号：H319[语言文字—英语]