Determinants of First-Year Students’ Intention and Behavior Towards English Learning in Higher Vocational Colleges in Chengdu, China
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Purpose: To understand how English courses can be better designed, this study explores the relation among several variables that affect personal behavior and intention for a specific purpose in previous studies. The variables identified here in this study include attitude, beliefs, satisfaction, perceived usefulness, subjective norm, intention, and behavior. Research design, data, and methodology: The researchers employed a quantitative survey methodology. This study takes 500 first-year students in three vocational colleges in Chengdu, Sichuan province of China. The item-objective congruence (IOC) index examines this research’s validity, also the reliability of pilot test (n=50) was conducted with Cronbach’s Alpha. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were employed to assess models and hypotheses. Results: All hypotheses were approved to fulfil research objectives. Perceived usefulness has a significant influence on satisfaction. Belief has a significant influence on attitude. Furthermore, attitude, satisfaction, and subjective norm significantly influence intention towards behavior. Conclusions: The practical significance of this study on the influencing factors of students’ English learning lies in providing a basis for educational decision-making and practice, which is conducive to improving the quality of education, improving students’ academic performance, promoting employment, and improving national competitiveness.
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