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

Po Hsuan Chen
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Po Hsuan Chen: Washington State University, USA

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2012, vol. 2, issue 2, 1-15

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.

Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcallt:v:2:y:2012:i:2:p:1-15

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