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    標題: Technological acceptance of LINE in flipped EFL oral training
    作者: Hsieh, Jun Scott Chen
    Huang, Yong-Ming
    Wu, Wen-Chi Vivian
    貢獻者: Natl Cent Univ, Grad Inst Network Learning Technol
    Chia Nan Univ Pharm & Sci, Dept Appl Informat & Multimedia
    Asia Univ, Dept Foreign Languages & Literature
    關鍵字: Flipped learning
    LINE
    Oral training
    TAM
    日期: 2017-05
    上傳時間: 2018-11-30 15:50:36 (UTC+8)
    出版者: Pergamon-Elsevier Science Ltd
    摘要: Previous studies have shown diverse applications of technologies to facilitate language learning, and positive adoption of flipped instruction over conventional approaches. They have affirmed the Technology Acceptance Model (TAM) as a dominant model in exploring the perceptions of learners about technological acceptance. Nevertheless, research in light of TAM into mobile-based flipped learning among learners of different proficiency levels in an EFL setting remains scarce. This study therefore performed critical analysis of the dynamics embedded in EFL learners' technological acceptance. The participants were 42 sophomore English-majors taking English Oral Training classes. A mixed method was employed to analyze multiple sources of data, including pre- and post-tests of oral proficiency, the TAM questionnaire, and semi-structured focus-group interviews. The results revealed positive effects of the mobile-based flipped instruction over the conventional lecture-based approach, and yielded the determinant role of attitude about the use of LINE in learners' subsequent behavioral intention to accept the integtation of such technology in language learning, albeit differences in the construct relationship among Students of difference proficiency levels. The authors present insights into factors affecting EFL learner acceptance of a chosen technology, perceptions of flipped learning experience, and pedagogical recommendations for future practice. (C) 2016 Elsevier Ltd. All rights reserved.
    關聯: Computers In Human Behavior, v.70, pp.178-190
    顯示於類別:[資訊多媒體應用系] 期刊論文

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