FACTORS AFFECTING COLLEGE STUDENTS' INTENTION TO USE U-LEARNING FOR ENGLISH STUDIES IN SICHUAN, CHINA

Abstract

This research aims to examine the effects of perceived ease of use, social influence, service quality, perceived usefulness, satisfaction, and attitude toward using on intention to use of u-learning system for English studies among college students. This study applied technology acceptance model (TAM), information systems success theory (IS success theory) and unified theory of acceptance and use of technology (UTAUT) to propose a conceptual framework. The quantitative approach was employed to collect the data. Prior to data collection, Item-Objective Congruence (IOC) and Cronbach’s Alpha (CA) were used to ensure validity and reliability of constructs. The data were gathered by using purposive and convenience sampling. For data analysis, confirmatory factor analysis (CFA) was carried out to test factor loadings, convergent validity, discriminant validity and fit model. Structural equation model (SEM) was utilized to confirm the hypotheses and relationships among constructs. The results indicated that perceived ease of use, social influence, service quality, perceived usefulness, satisfaction and attitude were factors affecting college students’ intention to use u-learning for their English studies. In addition, perceived ease of use has the strongest impact on intention to use. For practical application, system developers and academic practitioners are recommended to improve perceived ease of use and perceived usefulness of u-learning systems, to ensure the service quality of the system, to increase satisfaction level of students and promote a positive attitude to the systems. Furthermore, educators are suggested to emphasize the importance and advantages of u-learning for more efficient study and motivational environment of English classes among college students.