ABAC ODI JOURNAL Vision. Action. Outcome

Editorial

2024-04-19T14:30:27+00:00

The Editorial Team presents the 2^nd issue of Volume 11 of the ABAC ODI Journal Vision. Action. Outcome.

This issue has 20 articles from authors whose publications provide valuable and quality knowledge sharing on topics and processes. The articles used various research designs such as quantitative research, mixed method and qualitative research, and action research on topics related to organization development and management, hotel and tourism management, educational leadership and management, technology and teaching processes, technology education management, change management and sustainability of teams and organizations. The studies represent a myriad of organizational contexts from several countries. It is our hope that the published articles will contribute valuable new knowledge in terms of innovative insights and applied learning experiences.

We appreciate the authors who have published this journal issue . We also extend our gratitude to the Editorial Advisory Board, Editorial Board, and the Editorial Team together with all our experts who serve as peer reviewers for their continuous support and engagement in ensuring that this journal continues to develop as an international knowledge sharing hub of scholarly contributions of researchers on academic information ,inquiry , research , updates and best practices in the multi-disciplinary field organization development, management , leadership and related social and human sciences.

A Montfortian Education Charter Model for the 21st for Students in Schools in the Saint Gabriel's Foundation, Thailand

2023-10-03T02:16:34+00:00

This study aimed to develop and validate 'A Montfortian Education Charter Model (MEC) for the 21^st Century for Students in Schools under the Saint Gabriel's Foundation, Thailand.' The researcher utilized both qualitative and quantitative methods to collect data for model development. Qualitative data were derived from document analysis of relevant literature revealing 47 desired characteristics essential for Montfortian students in the 21^stCentury. These characteristics were systematically categorized into ten dimensions. Quantitative data were collected by distributing a dual-response format questionnaire to a sample of 1904 students enrolled in grades 7-9 across 11 targeted schools under St. Gabriel Foundation, Thailand, during the first semester of 2023. The questionnaire demonstrated a validity index of 1.0 (IOC index) and a high reliability of 0.99 (Cronbach's Alpha Coefficient). The results from the PNImodified identified the need for improvement in developing the Model. The structure of the Model includes ten dimensions and the integration of student formation programs. A 30-hour training session involving 80 experimental students from grades 7-9 was conducted for the model assessment. The experiment indicated a statistically significant increase in the students' intended knowledge at a significance level of 0.01, confirming the efficiency and appropriateness of the Model. This research recommends that school leaders integrate MEC into the 21st-century educational framework at all levels of school administration with genuine commitment and patience. Furthermore, fostering the understanding and appreciation of MEC among school personnel through continuous education is essential for successful implementation. The findings of this study contribute valuable insights for educators and administrators seeking to enhance the educational experience of Montfortian students in the evolving landscape of the 21^st Century.

To Improve Student Engagement in Vocational Education: An Action Research of Beijing Polytechnic in China

2023-10-10T02:46:37+00:00

This action research aimed to enhance student engagement by fostering students’ interest, attention, relevance, confidence, and interaction. There were three objectives of this research: to investigate the current situation of major of art and design student engagement at Beijing Polytechnic (BP); to design and implement appropriate ODIs (Organization Development Interventions) to develop student engagement; to determine the differences in students’ interest, attention, relevance, confidence, interaction, and student engagement between pre-ODI and post-ODI. The sample was 68 students from the School of Art and Design majoring in media design at BP. The quasi-experiment group was exposed to ODIs. The same questionnaire was administered before and after ODI to determine the change level. A mixed methods research was adopted to analyze the data and test the hypotheses. The paired-sample t-test demonstrated whether there was a statistically significant difference in five variables between pre-ODI and post-ODI. The ODIs implemented in this current research included appreciative inquiry (AI), goal setting (GS), differentiated instruction (DI), and team building (TB). The qualitative analysis was conducted to analyzing AI, TB, DI, GS reflection report, and classroom observations used ATLAS.ti software program. Findings from qualitative research methods proved improvement in all variables between the pre-and post-ODI. Based on the findings, critical recommendations concerning the enhancement of student’s interest, attention, relevance, confidence, interaction, and engagement in the BP were put forward to sustain the momentum. Also, recommendations for future research were discussed

Improving IT Technological Communicative Competence Among First-Year Students of a Polytechnic in Beijing through a Communicative Competence Model ODI

2023-09-15T04:44:13+00:00

This research aimed to improve IT communicative competence among first-year students of a Polytechnic in Beijing through Organization Development Intervention (ODI). The researcher established the conceptual framework based on the preliminary diagnosis and previous theoretical frameworks. The sample is 42 first-year students majoring in Computer Network Technology (CNT) at Beijing Polytechnic. The researcher conducted ODIs with participants from June to July in the spring semester of 2023, a total of two months. Appreciate Inquiry (AI), Goal Setting, Team Building, and Career Planning and Development were the intervention techniques in the action research framework. Mixed research methods were adopted to collect and analyze the data and test research hypotheses. The quantitative part included survey questionnaires in pre- and post-ODI stages, while the qualitative approach included interviews, classroom observations, and reflection reports of ODI. The quantitative finding indicated that student cognitive flexibility, learning motivation, and communicative competence were significantly improved after ODI. Based on the qualitative analysis, students had an increased level in self-confidence and willingness to communicate expression after the ODIs. Students were more likely to agree that the school had a goal for future success and a strategy to achieve it. Also, they believed participating in organizational development practices would improve their skills, and they further learned the importance of social skills, such as communication, for future careers. In conclusion, the findings suggest practical recommendations for enhancing cognitive flexibility, learning motivation, and communicative competence in IT professional courses to sustain students' momentum.

Enhancing Students’ Academic Performance by Organizational Development Interventions- A Case Study in the College of Bioengineering of Beijing Polytechnic

2023-09-17T12:36:58+00:00

The primary objective of this study is to use OD interventions to improve higher vocational students' academic self-efficacy, perceived teacher support, and peer relationship to improve their academic performance, with learning engagement as the mediating variable. The study was conducted on sixty first-year Beijing Polytechnic Bioengineering Department students using qualitative and quantitative research methods. Before implementing the OD intervention, the researcher collected data on academic self-efficacy, perceived teacher support, peer relationship, learning engagement, and academic performance through questionnaires and interviews. The OD interventions included goal setting, feedback, coaching, team building, appreciative inquiry, and team activities. After the intervention, the same questionnaires and interviews were used to gather data, and the changes were compared to evaluate the effectiveness of the ODI. The data collected before and after the ODI were analyzed, and it was found that the data were not normally distributed. The researcher used unary linear regression, linear regression, and Wilcoxon signed rank to validate the hypotheses. The results indicated that the students' academic self-efficacy, perceived teacher support, peer relationship, learning engagement, and academic performance had significantly improved after the ODI. In conclusion, this study suggests that goal setting, feedback, coaching, team building, appreciative inquiry, and team activities are effective ODI for enhancing academic self-efficacy, perceived teacher support, and peer relationships. Furthermore, the study found that academic self-efficacy, perceived teacher support, peer relationship, and learning engagement positively correlate with academic performance.

Improving New Teacher’s Teaching Competency Through Organization Development Intervention (ODI): A Case Study of School of Telecommunication Engineering in Beijing Polytechnic

2023-09-17T02:15:41+00:00

The purpose of the Organizational Development Action Research is to evaluate the impact of ODI on the teaching competence of new teachers in school of telecommunication engineering in Beijing Polytechnic. This study utilized a mixed research methodology which included 19 new teachers hired by the School of Telecommunications in BP since 2019 for 6 month’s interventions. The objectives of this study are to assess the current situation of the teaching competence of new teachers in School of Telecommunications Engineering in BP; to design and implement appropriate Organizational Development Intervention (ODI) to improve the new teachers’ teaching competence in classroom teaching; to determine the significant difference between the pre-ODI and post-ODI in the teaching competence of new teachers; and to design recommendations for new teacher development strategies based on the findings. The hypothesis test results found there were significant differences between Pre-ODI and Post-ODI in three independent variables: teaching design ability, teaching implementation ability, informatization teaching ability as well as the dependent variable: teaching competence. Using the juxtaposition of qualitative and quantitative research findings, recommendations for the development of new teachers in BP were proposed.

Effects of Job Characteristics on Job Satisfaction and Work-From-Home Appeal: A Moderating Role of Work Location

2023-10-31T06:23:11+00:00

After COVID-19, some organizations continued the work-from-home practice while some required employees to be back at their offices. Employees themselves also formed their own preferences about work location. Based on the job characteristics model, the characteristics of a job can cause psychological states and result in job satisfaction. This research investigated (1) the effects of job characteristics on job satisfaction, (2) the moderating effects of work location on the relationship between job characteristics and job satisfaction, and (3) the influence of job characteristics on work-from-home (WFH) appeal. Convenience and voluntary response sampling methods were employed. Four hundred and forty participants employed in non-managerial positions by organizations in Bangkok responded to an online questionnaire. Multiple linear regression analysis and PROCESS Macro V4.2 by Andrew F. Hayes were employed to test hypotheses. Findings indicated that autonomy and feedback predict job satisfaction. Results also showed that only the relationship between task significance and job satisfaction was moderated. A higher degree of task significance yielded higher job satisfaction, but only for participants who work in the office. For those who work from home, task significance didn’t significantly yield job satisfaction. In addition, autonomy and feedback yielded positive effects on WFH appeal, while task identity yielded a negative effect. Participants whose jobs offered a high degree of autonomy and feedback found working from home more attractive. On the other hand, those with a high degree of task identity found WFH less desirable. Theoretical and practical implications discussed.

The Relationship of Emotional Intelligence Elements and Effective Leadership of Master Degree Students: A Case of AU MIT Myanmar University

2023-10-16T00:18:01+00:00

Emotional intelligence is an important topic in every industry as a tool to measure leadership competencies. Leaders with high emotional intelligence can build a successful team by inspiring and motivating team members to achieve their goals. Many organizations are in demand of highly emotionally intelligent leaders for a competitive and challenging today`s world and training future leaders with high emotional intelligence becomes an important matter for academic institutes. Therefore, this research intended to investigate the relationship between emotional intelligence elements: self-awareness, self-regulation, motivation, empathy and social skills, and effective leadership of master’s students from AU MIT Myanmar University. Mixed method research was conducted in this study. Quantitative data was gathered from 39 master’s students as a sample of this study using a questionnaire, and qualitative data was gathered from interviews with six students. The quantitative data from the Pearson correlation test shows that all emotional intelligence elements correlate with effective leadership. The results of qualitative data by content analysis show that effective leaders are leaders who can know their feelings, and others, and interact or behave by recognizing and managing emotions well and being supportive of others. Finally, strategies for enhancing the emotional intelligence of students from AU MIT Myanmar University will be proposed based on the findings of all results.

The Perception and Attitudes Toward Learning English as A Foreign Language of Grade 4 Students, Thailand

2023-12-12T07:50:07+00:00

The purpose of this research study was to identify whether there are significant relationship and differences in perception of and attitudes toward learning English as a foreign language (EFL) of Grade 4 low-scoring and high-scoring students at Witayanont School, Thailand. A total of 70 students were surveyed in this study. The instruments used to collect the quantitative data were Perception of learning questionnaire developed by Alkaff (2013) and Learning Attitudes Questionnaire by SIL International (Orwig, 1995). Correlational analysis using Pearson Product Moment Correlation Coefficient to determine the relationship between the research variables and Independent Samples t-test was used to determine the differences between the research variables. The research found that Grade 4 students had nearly positive perception and attitudes toward learning EFL, English as a foreign language, in both low-scoring and high-scoring groups. Also, the research found a significant, positive, strong correlation between perception of and attitudes toward learning EFL in low-scoring students, and a significant, positive, moderate correlation in high-scoring students. Moreover, the research revealed that there was no significant difference between perception of learning EFL in low-scoring and high-scoring students, and also no significant difference between attitudes toward learning EFL in both groups.

Improving Teachers’ Readiness for Change Through Social-technical Organization Development Interventions: An Action Research Study of Beijing Polytechnic in China

2023-09-17T02:16:07+00:00

The research aims to investigate the impact of Social-technical Organization Intervention, which is based on the modified GROWEF model, on Perceived Usefulness (PF), Performance Feedback (PF), and Intention to Use (ITU) to improve teachers’ readiness for change during the implementation of the comprehensive evaluation system based on big data in Beijing Polytechnic. The modified GROWEF model included Goal Setting, Reality Check, Options Exploration, Way Forward Planning, Evaluation and Feedback. The sample consisted of 240 full-time teachers who were selected from 8 schools using stratified sampling. However, only 236 completed the questionnaire. A mixed-method methodology was used to collect data: quantitative method using questionnaire and the qualitative method using in-depth interview. As evidenced by the quantitative and qualitative data results, the Social-technical organization development interventions (ODIs) resulted in significant improvements across all variables. The findings of the modified GROWEF model ODIs indicated that (1) there are differences between the Pre- and Post- ODIs on Perceived Usefulness (PU), Performance Feedback (PF), Intention to Use (ITU) and (2) there was a significant difference between pre- and post- ODIs on teachers’ Readiness for Change (RFC), and (3) Perceived Usefulness (PU), Performance Feedback (PF) significantly impacted teachers’ Readiness for Change (RFC) and Intention to Use (ITU) as the mediator enhanced the influence of the independent variables (PU, PF) on the dependent variable (RFC).

Improving Employee Performance through Organizational Interventions on Personal Competence: An Action Research Study of BTIC in China

2023-10-11T01:52:51+00:00

The study investigated the effects of organizational development interventions on Personal Competence such as Perceived Career Development, Management Competence, Affective Commitment, Continuance Commitment and Collaboration Skills to improve team leaders’ Employee Performance in Beijing Tianhai Industrial Co., Ltd (BTIC). The study was conducted on 40 team leaders from production department in BTIC using qualitative and quantitative research methods. Before implementing the OD intervention, the researcher collected data on personal competence such as perceived career development, management competence, affective commitment, continuance commitment, collaboration skills and employee performance through questionnaires and interviews. The OD interventions included project starting, training, coaching, team building, evaluation and feedback. After the intervention, the same questionnaires and interviews were used to gather data, and the changes were compared to evaluate the effectiveness of the ODI. The data collected before and after the ODI were analyzed, and it was found that the data were not normally distributed. The researcher used unary linear regression, and Wilcoxon signed rank to validate the hypotheses. The results indicated that perceived career development, management competence, affective commitment, continuance commitment, collaboration skills and employee performance of the team leaders had significantly improved after the ODI. In conclusion, this study indicates that project starting, training, coaching, team building, evaluation and feedback are effective ODI for enhancing perceived career development, management competence, affective commitment, continuance commitment, and collaboration skills. Furthermore, the study finds that perceived career development, management competence, affective commitment, continuance commitment, and collaboration skills positively correlate with employee performance.

Enhancing Creativity Through Organization Development Interventions: An Action Research at Beijing Polytechnic

2023-10-24T01:10:48+00:00

This study aimed to enhance student creativity by improving students ‘intrinsic motivation, knowledge sharing, student work engagement, and individual initiative which using organizational development interventions. The sample was 60 students from seven secondary colleges who participated in innovative practice activities in Beijing Polytechnic. The organization development intervention (ODI) implemented in this current research included group dynamics, appreciative inquiry (AI), goal setting, and team building, and coaching. The same questionnaire on creativity, intrinsic motivation, knowledge sharing, and student work engagement and individual initiative, which contains 25 items was distributed two times before and after ODI. Mixed methods are adopted to collect and analyze the data and test the hypotheses. Linear regression can explain whether creativity can be influenced by intrinsic motivation, student work engagement, and individual initiative. The paired samples t-test results shows that there is a significant improvement between pre- ODI and post- ODI. The qualitative results also show the student were more willing to carry out new ideas, communicating with each other more frequently, take more time to work and have more confidence when facing difficult. Overall, the students showed significant improvement after the OD intervention activities, and they were more motivated, engaged, and took more initiative in their work.

The Effect of Mental Health Literacy and Social Support on Attitude towards Seeking Professional Psychological Help among Chinese Undergraduates

2023-10-31T03:43:04+00:00

The goal of this research was to explore how mental health literacy and social support influence young adult Chinese undergraduates' attitudes towards seeking professional psychological help. This impact is channeled through social stigma and self-stigma. The study draws upon data collected from a cohort of 735 students enrolled in two universities situated within Sichuan Province, China. Path analysis, employing both multiple regression and the process macro technique, was applied to investigate the relationships. The results revealed positive direct impacts of mental health literacy and perceived social support on individuals' willingness to seek professional psychological assistance. Simultaneously, a direct negative correlation was observed between social stigma and self-stigma and the inclination to seek such help. It is noteworthy that self-stigma was notably and positively affected by social stigma. Additionally, both mental health literacy and social support exhibited an indirect influence on attitudes toward professional psychological help-seeking, mediated through the constructs of social stigma and self-stigma. Finally, this study delves into the implications of these results.

A Model for Developing Teacher Leadership Skills for the University Teachers in Application-Oriented Universities in Taiyuan, Shanxi Province, China

2023-12-04T07:45:38+00:00

The key to the success of educational reform in universities is the teachers, who are the critical factor in driving school reform, realizing mutual skill enhancement among colleagues, and promoting the growth and success of university students. This study aimed to develop a model to enhance teachers' leadership skills in Application-Oriented Universities in Taiyuan, Shanxi Province, China. The main theories that comprise the conceptual framework of this study are teacher leadership and distributed leadership. This study used a mixed methods research and utilized both qualitative and quantitative research methods. Qualitative data were collected through a systematic literature review and analyzed to integrate the skills needed for teacher leadership and the factors influencing teacher leadership. A questionnaire was developed and distributed to 366 teachers in three Application-Oriented Universities in Taiyuan for quantitative data collection. The findings showed high levels of teacher leadership in the three targeted schools. At the same time, the factors that influence teacher leadership development were found to include collaboration, shared responsibility, empowerment, trust and communication, adaptive and responsive. The survey results also showed that the above five factors positively correlate with improving teachers' leadership skills. Based on these results, experts proposed and validated a model that provides three activities for Application-Oriented University teachers to enhance their teacher leadership skills.

The Development of a Leadership Competency Model for Administrative Staff at a Public University in Foshan City, Guangdong Province, China

2023-12-12T08:10:45+00:00

Effective leadership among administrative staff is essential in the internationalization of higher education. This study employed a mixed-method design to develop a leadership competency model for administrative staff at a public university in Foshan City, Guangdong Province. The ideal leadership competencies for university administrative staff were identified through a systematic review, categorized into five categories: motives, traits, self-concept, knowledge, and skills. This study concluded that skills and knowledge were weaknesses of leadership competencies and need priority development. Furthermore, within each category specific leadership competencies require prioritization. All five leadership competencies were incorporated into the leadership competency model, highlighting the elements that require priority development. This study provides theoretical support for leadership training and development among administrative staff at a public university in Foshan City.

Critical Discourse Analysis and Its Implication in English Language Teaching: A Case Study of Environmental News Text

2024-02-26T02:08:46+00:00

English learners are usually taught English in university by focusing on improving learners’ language skills instead of critical aspects of language use. However, critical reading is crucial in English language learning. Critical discourse analysis (CDA) is an approach to deal with the analysis of linguistic features, and the deployment of these linguistic features in the texts can dramatically influence how humans perceive social changes. Accordingly, this study employs CDA in English Language Teaching (ELT), which aims to cultivate students’ critical thinking (CT) and critical language awareness (CLA). The present study integrated CDA into the English reading of English and Translation majors to enhance students’ critical learning. Eighteen students were chosen to attend the training workshops. Six news items were purposively selected as the reading materials for students. After the training, the study found students’ CLA increased, and students were interested in analyzing and criticizing the English language. Furthermore, students were motivated to learn English and equipped with critical thinking skills. The findings imply that deploying CDA for authentic texts (e.g., news outlets) in ELT is effective, and English language teachers can integrate it into daily teaching.

Examining Factors Influencing Students’ Satisfaction and Engagement with Flipped Classroom in Private Universities in Zhaoqing, Guangdong Province, China

2023-08-06T11:10:32+00:00

This research paper aims to investigate the factors influencing student satisfaction and engagement in the use of flipped classroom in private universities in Zhaoqing, Guangdong Province. The conceptual framework proposes a causal relationship between perceived quality, perceived value, student interactions, teaching process, instructional content, student satisfaction, and student engagement. The researcher used a structured questionnaire distributed to 500 students from Zhaoqing, Guangdong Province, including first-year students, sophomores, and juniors. Structural equation modeling and confirmatory factor analysis were used to analyze the data, including model matching, reliability, and structure validation. The results of the analysis showed that perceived quality, perceived value, teaching process, and student interaction had a significant effect on student satisfaction. Student satisfaction has a very strong positive and significant impact on student engagement, while educational content had little effect on the usage of flipped classroom by the students. Through structural equation model data analysis, it was found that the teaching process has the greatest impact on student satisfaction and involvement in the flipped classroom, as well as subsequent interaction with the students, value, and perceived quality. Six of the seven hypotheses have been accepted. Therefore, it is recommended that the management team and teachers of private universities provide assessments to measure the development plan of the flipped classroom teaching model of the influencers to learn engagement.

Assessing Factors Impacting Satisfaction and Continuance Intention of Middle School Art Teachers to Use E-Learning Systems in Chongqing, China

2023-07-30T09:06:42+00:00

This paper aims to evaluate key elements that significantly impact the satisfaction and continuance intention to use e-leaning of art teachers from middle schools in Chongqing, China. The framework included relationships between engagement, course structure, system quality, information quality, service quality, perceived usefulness, satisfaction, and continuance intention. The researcher distributed the quantitative questionnaires to 500 teachers at 15 middle schools in Chongqing, China. The sampling strategies used to collect the data include judgmental, quota and convenience sampling. Before the data collection, the expert rating of the item's index–objective congruence (IOC) and pilot tested with 50 respondents. Confirmatory factor analysis and structural equation modeling were used to analyze the data. The result of the data analysis supported five hypotheses, with perceived usefulness showing the strongest impact on satisfaction. Furthermore, satisfaction has a significant impact on continuance intention. As technology advances, online education has become a viable and sometimes preferred option for delivering instruction. Instructors should recognize that online education can offer various benefits, such as flexibility, accessibility, and the ability to incorporate multimedia elements into lessons.

Understanding Factors Impacting Behavioral Intention and Use Behavior of Online Art Exhibitions Among Art Students in Sichuan, China

2023-07-30T04:51:52+00:00

This study aims to explore the factors impacting students in art majors in Chengdu universities to use online art exhibitions. The framework proposes seven variables of causal relationships, including subjective norms, perceived ease of use, perceived usefulness, behavioral intention, perceived behavioral control, social impact, and behavior. The researcher applied quantitative methods to distribute questionnaires to 517 participants. Before issuing the questionnaire, the validity and reliability of the data were tested using the Index of item objective congruence (IOC) and Cronbach’s alpha for the pilot tests (n=50). The data are analyzed by confirmatory factor analysis (CFA) and structural equation model (SEM) to verify the model's goodness of fit and confirm the causal relationship between the hypothesis test variables. The results show that subjective norms have a significant impact on perceived usefulness, perceived ease of use has a significant impact on perceived usefulness, perceived ease of use has a significant impact on behavioral intention, perceived usefulness has a significant impact on behavioral intention, perceived behavioral control has a significant impact on behavioral intention, social impact has a significant impact on behavioral intention. The behavioral intention has a significant impact on behavior. The seven hypotheses have been proven to meet the research objectives. Therefore, the study of conceptual models can predict and explain the behavioral intention of using online art exhibitions in higher education.

What Drives Satisfaction and Continuance Intention to Use E-Learning? : A Case of Dance Academy Students in Chengdu, China

2023-07-28T13:41:11+00:00

This study aims to explore the factors that significantly impact the e-learning satisfaction and continuance intention of dance academy students in Chengdu, China. The Technology Acceptance Model (TAM), Expectation Confirmation Model (ECM), and Information Systems Success Model (ISSM) serve as the foundation for the conceptual framework in this study. The study explores the key constructs from previous studies to propose a conceptual framework, including service quality, perceived ease of use, perceived usefulness, confirmation, information quality, satisfaction, and continuance intention. The quantitative questionnaire was distributed to 476 undergraduate students in Dance Academy at Sichuan University. The sampling methods include judgmental, quota and convenience sampling. Additionally, this study used confirmatory factor analysis and structural equation modeling as statistical analysis methods. The analysis showed that all six hypotheses were supported. Students will be more likely to use e-learning in the future if they are very satisfied with their online learning experience. The usefulness of e-learning is also significantly impacted by perceived ease of use, information quality and service quality.

Analyzing Influencing Factors of Undergraduates’ Continuance Intention with Mobile Learning in Chengdu College of Arts and Sciences, China

2023-07-07T06:03:06+00:00

This paper aims to evaluate the fundamental determinants that significantly impact the sustained intention of mobile learning among undergraduates in four majors of the Chengdu College of Arts and Sciences in Sichuan, China. The conceptual framework contained perceived usefulness, confirmation, service quality, system quality, information quality, satisfaction, and continuance intention. The researchers applied quantitative methods and distributed quantitative questionnaires to 464 undergraduate students majoring in English, Chinese language and Literature, Preschool Education, Broadcasting, and Hosting at Chengdu College of Arts and Sciences. The sampling techniques were conducted using purposive, quota and convenience sampling. Confirmatory Factor Analysis (CFA) is a statistical technique used in the field of quantitative research to assess the validity and reliability of theoretical constructs or latent variables. Structural Equation Modeling (SEM) were used to determine the causal relationships between the variables. All hypotheses were supported. The findings showed that perceived usefulness, confirmation, service quality, system quality, and information quality are antecedents of satisfaction towards continuance intention. For students to acknowledge and recognize the effectiveness of mobile learning, university administrators and teaching staff should pay sufficient attention to the factors which have generated significant influence on the satisfaction of the instruction and consider the correlated teaching adjustment or reform in the future according to the findings of this research.