A Study on Intention and Behavior Towards English Learning Among Second-Year Students’ in Higher Vocational Colleges in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.61Keywords:
Satisfaction, Subjective Norm, Intention, Behavior, English LearningAbstract
Purpose: In an effort to enhance the design of English courses, this research investigates the interplay among various variables that influence individual behavior and intentions within the context of prior studies. The variables under examination encompass attitudes, beliefs, satisfaction levels, perceived usefulness, subjective norms, intentions, and actual behaviors. Research design, data, and methodology: The study utilized a quantitative survey methodology and involved 500 second-year students enrolled in three vocational colleges located in Chengdu, Sichuan province, China. To ensure the research's validity, the researchers employed the item-objective congruence (IOC) index, while a pilot test involving 50 participants was conducted to assess reliability using Cronbach’s Alpha. The evaluation of models and hypotheses was performed through the application of confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: All hypotheses were confirmed, aligning with the research objectives. The findings indicate that perceived usefulness significantly influences satisfaction, belief significantly impacts attitude, and, notably, attitude, satisfaction, and subjective norm collectively exert a significant influence on intention toward specific behaviors. Conclusions: Overall, this study contributes to the growing body of knowledge on human decision-making processes and provides a foundation for further research in this field.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Ajzen, I. (2005). Attitudes, personality, and behavior (2nd ed.). Open University Press.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall.
Al-Mamary, Y. H., & Shamsuddin, A. (2015). Adoption of Management Information Systems in Context of Yemeni Organizations: A Structural Equation Modeling Approach. Journal of Digital Information Management, 13(6), 429-444.
Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers and Education, 80, 28-38.
Asadi, Z., Abdekhoda, M., & Nadrian, H. (2020). Understanding and predicting teachers’ intention to use cloud computing in smart education. Interactive Technology and Smart Education, 17(1), 14-27. https://doi.org/10.1108/ITSE-05-2019-0019
Ashton, P. T. (2015). Historical overview and theoretical perspectives of research on teachers’ beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 31-47). Rougledge.
Awang, Z. (2012). A Handbook on SEM Structural Equation Modelling: SEM Using AMOS Graphic (5th ed.). Universiti Teknologi Mara Kelantan.
Bai, Y. J. (2021). An inquiry into the reform of higher vocational English teaching for applied talents training. Modern Business Trade Industry, 4, 89-90. https://doi.org/10.19311/j.cnki.1672-3198.2021.04.040
Barnes, S. J., Mattsson, J., & Sørensen, F. (2014). Destination brand experience and visitor behavior: Testing a scale in the tourism context. Annals of Tourism Research, 48, 121-139.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-246.
https://doi.org/10.1037/0033-2909.107.2.238
Bohner, G., & Dickel, N. (2010). Attitudes and attitude change. Annual Review of Psychology, 62(1), 391-417.
https://doi.org/10.1146/annurev.psych.121208.131609
Borg, M. (2001). Key concepts in ELT. Teachers' beliefs. ELT Journal, 55(2), 1-5. https://doi.org/10.1093/elt/55.2.186
Chiu, C. M., Chang, C. C., Cheng, H. L., & Fang, Y. H. (2009). Determinants of customer repurchase intention in online shopping. Online Information Review. 33(4), 761-784.
Clemes, M. D., Cohen, D. A., & Wang, Y. (2013). Understanding Chinese university students’ experiences: an empirical analysis. Asia Pacific Journal of Marketing and Logistics, 25(3), 391-427.
Conner, M., & Armitage, C. J. (1998). Extending the theory of planned behavior: A review and avenues for further research. Journal of Applied Social Psychology, 28(15), 1429-1464.
Damnjanovic, V., Jednak, S., & Mijatovic, I. (2013). Factors affecting the effectiveness and use of Moodle: Students' perception. Interactive Learning Environments, 23(4), 496-514. https://doi.org/10.1080/10494820.2013.789062
Dorsch, N. G. (2006). Perspectives on responsibility in teacher education: What's worth fghting for?. Mid-Western Educational Researcher, 19(1), 24-28.
Elsenbroich, C., & Xenitidou, M. (2012). Three kinds of normative behavior: Minimal requirements for feedback models. Computational and Mathematical Organization Theory, 18(1), 113-127.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312
Groening, C., Sarkis, J., & Zhu, Q. (2018). Green marketing consumer-level theory review: A compendium of applied theories and further research directions. Journal of Cleaner Production, 172(2), 1848-1866.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson.
Hassandoust, F., Logeswaran, R., & Kazerouni, M. F. (2011). Behavioral factors influencing virtual knowledge sharing: Theory of reasoned action. Journal of Applied Research in Higher Education, 3(2), 116-134.
Huang, C.-H. (2021). Using PLS-SEM model to explore the influencing factors of learning satisfaction in blended learning. Education Sciences, 11(5), 249. https:// doi.org/10.3390/educsci11050249
Jan, P. T., Lu, H. P., & Chou, T. C. (2012). The adoption of e-learning: An institutional theory perspective. OJET: The Turkish Online Journal of Educational Technology, 11(3), 326-343.
Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23-35.
Lai, Y. H. (2019). The application of meta-analytic SEM on exploring factors that influence teachers’ usage of interactive whiteboard. Pedagogical Research, 4(3), em0038. https://doi.org/10.29333/pr/5854
Lee, H. R. (2000). An empirical study of organizational justice as a mediator of the relationships among leader-member exchange and job satisfaction, organizational commitment, and turnover intentions in the lodging industry [Doctoral dissertation]. Virginia Polytechnic Institute and State. http://scholar.lib.vt.edu/theses.pdf
Lewitt, K. E. (2002). An Analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22. https://doi.org/10.1002/sce.1042
Mansour, T. (1985). Derasat Tajrybyah fi Aletejahat Alnafsyah Nahwa Alby’eh fi Alkuwait, Journal of Social Sciences, 2(13), 147-181.
Min, Y., Huang, J., Varghese, M. M., & Jaruwanakul, T. (2022). Analysis of Factors Affecting Art Major Students’ Behavioral Intention of Online Education in Public Universities in Chengdu. AU-GSB E-JOURNAL, 15(2), 150-158. https://doi.org/10.14456/augsbejr.2022.80
Ministry of Education of China. (2020, August 20). Total school size and gross enrollment rate of higher education in China. http://en.moe.gov.cn/
Moutusy, M., Kallol, B., Arunima, S., & Ankita, M. (2019). Explaining normative behavior in information technology use. Information Technology & People, 32(1), 94-117.
Oliver, R. L. (1999). Whence customer loyalty?. Journal of Marketing, 63(3), 33-44.
Otache, I. (2021). Applying the theory of planned behavior to hospitality management students in Nigeria: The mediating role of self-confidence. Journal of Enterprising Communities: People and Places in the Global Economy, 15(3), 375-394.
Pedroso, R., Zanetello, L., Guimaraes, L., Pettenon, M., Goncalves, V., Scherer, J., Kessler, F., & Pechansky, F. (2016). Confirmatory factor analysis (CFA) of the crack use relapse scale (CURS). Archives of Clinical Psychiatry, 43(3), 37-40. https://doi.org/10.1590/0101-60830000000081
Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of Applied Psychology, 98(1), 194-198. https://doi.org/10.1037/a0030767
Ping, H., Cheng, Y., & Li, X. (2018). Retrospect and prospect of the development of higher vocational education in China over 40 years. Vocational and Technical Education, 39(15), 6-16.
Sahin, I., & Shelley, M. (2008). Considering students’ perceptions: The distance education student satisfaction model. Educational Technology & Society, 11(3), 216-223. http://www. ifets.info/journals/11_3/15.pdf
Salleh, S. (2016). Examining the influence of teachers’ beliefs towards technology integration in classroom. International Journal of Information and Learning Technology, 33(1), 17-35. https://doi.org/10.1108/IJILT-10-2015-0032
Sameh, A. N., & Carson, W. (2021). The determinants of learner satisfaction with the online video presentation method. Internet Research, 31(1), 234-261.
Sharma, S., Pradhan, K., Satya, S., & Vasudevan, P. (2005). Potentiality of earthworms for waste management and in other uses- a review. Journal of American Science, 1(1), 4-16.
Shim, S., Eastlick, M. A., Lotz, S. L., & Warrington, P. (2001). An online prepurchase intentions model: The role of intention to search. Journal of Retailing, 77(3), 397-416.
Sica, C., & Ghisi, M. (2007). The Italian versions of the Beck Anxiety Inventory and the Beck Depression Inventory-II: Psychometric properties and discriminant power. In M. A. Lange (Ed.), Leading-edge psychological tests and testing research (pp. 27-50). Nova Science Publishers.
Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177-1187.
Stern, P. C. (2000). Psychology and the science of human-environment interactions. American Psychologist, 55(5), 523-530.
Stone, R. W., & Baker-Eveleth, L. (2013). Students’ expectation, confirmation, and continuance intention to use electronic textbooks. Computers in Human Behavior, 29(3), 984-990.
Troudi, S., & Alwan, F. (2010). Teachers’ feelings during curriculum change in the United Arab Emirates: Opening Pandora’s box. Teacher Development, 14(1), 107-121.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Vesalainen, J., & Pihkala, T. (1999). Entrepreneurial identity, intentions and the effect of the push factors. Academy of Entrepreneurship Journal, 5(2), 1-24.
Wang, H. (2020). Study on reform of professional-post-oriented higher vocational English teaching. Textile Industry and Technology. 49(1), 183-184. https://doi.org/10.3969/j.issn. 2095-0101.2020.01.087
Wei, Y., & Zhang, L. (2013). The survey on barriers of oral English learning for college students in China. English Language Teaching, 6(6), 68-76.
Wu, J. H., & Wang, Y. M. (2006). Measuring KMS Success: A Respecification of the DeLone and McLean’s Model. Journal of Information & Management, 43(6), 728-739. http://dx.doi.org/10.1016/j.im.2006.05.002
Wut, T. M., & Lee, S. W. (2022). Factors affecting students’ online behavioral intention in using discussion forum. Interactive Technology and Smart Education, 19(3), 300-318. https://doi.org/10.1108/ITSE-02-2021-0034
Yi, Q. J. (2020). Investigation and training measures of English learning motivation of vocational college students. Education and Teaching Forum, 21, 356-357.
Zhou, Y. (2010). Investigation and cultivation of vocational college English learners’ motivation. Journal of Shazhou Professional Institute of Technology, 13(3), 51-56.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data, or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution License (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
