E-Learner Characteristics and E-Learner Satisfaction: A Study of Taiwanese EFL University Students

E-Learner Characteristics and E-Learner Satisfaction: A Study of Taiwanese EFL University Students

Po Hsuan Chen (Washington State University, USA)
DOI: 10.4018/ijcallt.2012040101
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Abstract

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.
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Literature Review

The four characteristics of computer anxiety, CMC apprehension, metacognitive self-regulation, and goal orientation have not been fully explored in previous studies, particularly with language learners. This review of literature provides a brief overview of previous findings that address the influence of e-learner characteristics on e-learner satisfaction. (For a more in-depth review, see Author, 2010.) The concepts of computer anxiety (Igbaria & Parasuraman, 1989), CMC apprehension (Fuller, 2006), metacognitive self-regulation strategies (Pintrich, 2000b), goal orientation theory (Ames, 1992; Pintrich, 2000a), and e-learner satisfaction (Wang, 2003) were reviewed for this study as the basis to frame e-learner satisfaction in the English e-learning context.

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