The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English

被引:3
作者
Liu, Xiaohong [1 ]
Zhu, Yinkun [1 ]
You, Haining [1 ]
Hong, Jon-Chao [2 ,3 ]
机构
[1] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China
[2] Natl Taiwan Normal Univ, Chinese Language & Technol Ctr, Taipei, Taiwan
[3] Natl Taiwan Normal Univ, Chinese Language & Technol Ctr, 162,Sect 1,Heping East Rd, Taipei, Taiwan
关键词
Acculturation; learning attitude; continuance intention; perceived value; metacognitive strategies; COLLEGE-STUDENTS; LANGUAGE; COMPREHENSION; MOTIVATION; MODEL; SCALE;
D O I
10.1080/09588221.2023.2297037
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Facing cultural globalization and technological transformation, students need to learn how to continuously utilize social media for English learning. Previous studies have focused on exploring the relationship among students' attitudes toward learning tools or platforms, but have not discussed those correlations in the context of English learning via YouTube. Moreover, limited studies have investigated the continuance intention of students in Taiwan to use YouTube to learn English from the perspective of acculturation, drawing on the expectancy-value model. To address this gap, based on situated expectancy-value theory, this study examined the associations among metacognitive strategies (MS), acculturation, learning attitude (LA) toward English, perceived value (PV) of using YouTube to learn English, and continuance intention (CI) to use YouTube to learn English. A total of 230 data were obtained from students in Taiwan. The results of structural equation modeling revealed that MS and acculturation were positively related to LA and PV; LA was positively related to PV; and LA and PV were positively related to CI. The results offer instructors valuable insights on how to purposefully regulate their English teaching behaviours, and suggest that YouTube can play a role in helping individuals learn English.
引用
收藏
页数:21
相关论文
共 76 条
[1]  
Ajzen I., 2005, Attitudes, Personality and Behavior
[2]   Role of visual element in spoken English discourse: implications for YouTube technology in EFL classrooms [J].
Albahiri, Mohammed H. ;
Alhaj, Ali Albashir Mohammed .
ELECTRONIC LIBRARY, 2020, 38 (03) :531-544
[3]   Enhancing metacognitive awareness of undergraduates through using an e-educational video environment [J].
Altiok, Serhat ;
Baser, Zeynep ;
Yukselturk, Erman .
COMPUTERS & EDUCATION, 2019, 139 :129-145
[4]   Social media as a language learning environment: a systematic review of the literature (2008-2019) [J].
Barrot, Jessie S. .
COMPUTER ASSISTED LANGUAGE LEARNING, 2022, 35 (09) :2534-2562
[5]  
Benson P, 2015, LANG LEARN TECHNOL, V19, P88
[6]   Understanding information systems continuance: An expectation-confirmation model [J].
Bhattacherjee, A .
MIS QUARTERLY, 2001, 25 (03) :351-370
[7]   The concurrent trajectories of utility value, metacognitive strategy use, and achievement [J].
Cai, Yuyang ;
King, Ronnel B. ;
McInerney, Dennis M. .
JOURNAL OF EXPERIMENTAL EDUCATION, 2022, 91 (03) :472-493
[8]   The Impact of College Students' Intrinsic and Extrinsic Motivation on Continuance Intention to Use English Mobile Learning Systems [J].
Chang, Chi-Cheng ;
Liang, Chaoyun ;
Yan, Chi-Fang ;
Tseng, Ju-Shih .
ASIA-PACIFIC EDUCATION RESEARCHER, 2013, 22 (02) :181-192
[9]   Listening strategy use and influential factors in Web-based computer assisted language learning [J].
Chen, L. ;
Zhang, R. ;
Liu, C. .
JOURNAL OF COMPUTER ASSISTED LEARNING, 2014, 30 (03) :207-219
[10]  
Cohen J, 2013, Statistical Power Analysis for the Behavioral Sciences, DOI [DOI 10.4324/9780203771587, 10.4324/9780203771587]