Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

Authors:
Tainyi Luor;Hsi-peng Lu;Robert E. Johanson;Hueiju Yu
Affiliations:
National Taiwan University of Science and Technology, Taiwan;National Taiwan University of Science and Technology, Taiwan;National Taiwan University of Science and Technology, Taiwan;Chinese Culture University, Taiwan
Venue:
International Journal of Technology and Human Interaction
Year:
2012

Citing 11
Cited 0

Critical success factors for on-line course resources

Computers & Education
Knowledge Assets: Securing Competetive Advantage in the Information Economy

Knowledge Assets: Securing Competetive Advantage in the Information Economy
Diffusion of e-commerce: an analysis of the adoption of four e-commerce activities

Telematics and Informatics
A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology

Information Systems Research
Speech technologies for pronunciation feedback and evaluation

ReCALL
The relationship of learning traits, motivation and performance-learning response dynamics

Computers & Education
Corrective feedback and learner uptake in CALL

ReCALL
Testing the determinants of microcomputer usage via a structural equation model

Journal of Management Information Systems - Special section: Navigation in information-intensive environments
Determinants of adoption of mobile games under mobile broadband wireless access environment

Information and Management
Trust and TAM in online shopping: an integrated model

MIS Quarterly
Understanding and predicting electronic commerce adoption: an extension of the theory of planned behavior

MIS Quarterly

Quantified Score

Hi-index	0.00

Visualization

Abstract

The implementation of computer on-line English-language learning COEL acronyms given in the Appendix programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners' first usage intentions in TAM technical acceptance model, few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners' perceived ease of use PEOU, perceived usefulness PU, perceived enjoyment PENJ, attitudes towards corporate e-learning ATT, intention INT, technology satisfaction SAT, and affective reaction AR regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners' intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study's findings shed light on the relationship between TAM model and factors related to COEL programs.