Undergraduates' behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning: Combining language learning motivation with technology acceptance model

The use of Web 2.0 tools in English as a Foreign Language (EFL) learning is increasingly prevalent, offering diverse learning methods, authentic resources, and collaborative opportunities. However, research primarily focuses on English-medium Web 2.0 tools in formal learning settings. This study addresses the gap by examining the use of indigenous Chinese Web 2.0 tools (ICWTs) like Microblog and WeChat in informal EFL learning among Chinese undergraduates—a significant portion of China's internet population. While studies show the effectiveness of ICWTs in EFL, there's a lack of research on the factors influencing undergraduates' intention to use them for informal learning. This study aims to fill this gap by investigating the factors that influence undergraduates' behavioral intention to use ICWTs for informal English learning outside the structured classroom environment, focusing on self-initiated, flexible, and autonomous learning.

The Technology Acceptance Model (TAM) is a widely used framework for predicting technology adoption. TAM posits that perceived usefulness (PU) and perceived ease of use (PEU) directly influence behavioral intention (BI). However, extensions of TAM have incorporated perceived enjoyment (PE) as a significant factor. Furthermore, language learning motivation, particularly intrinsic motivation (IMEL), is crucial in determining language learning behaviors. This study integrates TAM with language learning motivation, hypothesizing that PU, PEU, and PE directly influence BI, and that IMEL influences BI both directly and indirectly through its effects on PE and PU. Existing research on technology acceptance primarily focuses on formal learning; this study uniquely examines informal learning using ICWTs and investigates the interplay between TAM constructs and IMEL.

A quantitative research design was employed using a survey questionnaire administered online to 849 undergraduates at a university in eastern China. After removing incomplete responses, the final sample comprised 834 undergraduates (73.6% female; mean age 19.37 years). The questionnaire included demographic information and items measuring PEU (4 items), PU (6 items), PE (4 items), IMEL (5 items), and BI (4 items), all assessed using a 5-point Likert scale. Data analysis involved descriptive statistics, confirmatory factor analysis (CFA) to assess the reliability and validity of the measurement model, and structural equation modeling (SEM) to test the hypothesized model and mediating effects. The bootstrap method was used to assess the significance of mediating effects. SPSS 26.0 and Mplus 8.3 were used for data analysis.

Participants reported high familiarity and frequent use of ICWTs in daily life, but significantly lower usage for informal English learning. CFA confirmed the reliability and validity of the measurement model, showing good internal consistency (Cronbach's alpha > 0.7) and convergent validity (AVE > 0.5) for all constructs. Discriminant validity was also established. SEM results showed that PU (β=0.299, p<0.05) and PE (β=0.414, p<0.05) positively predicted BI, while PEU did not (β=0.054, p>0.05). PE positively predicted both PEU (β=0.678, p<0.001) and PU (β=0.925, p<0.001). IMEL positively predicted BI (β=0.173, p<0.001) and PE (β=0.437, p<0.001). The bootstrap analysis revealed that PU mediated the relationship between PE and BI (β=0.277, 95% CI [0.008, 0.481]), and PE mediated the relationship between IMEL and BI (β=0.181, 95% CI [0.079, 0.340]). Additionally, PU and PE together mediated the relationship between IMEL and BI (β=0.121, 95% CI [0.011, 0.218]).

The findings suggest that while ease of use is not a significant predictor for undergraduates, the perceived usefulness and enjoyment of ICWTs for English learning are crucial factors influencing their intention to use these tools. Intrinsic motivation in English learning indirectly affects the behavioral intention through perceived enjoyment and usefulness. The lack of significant impact of PEU contrasts with some previous research but aligns with studies suggesting that digital natives may not prioritize effortlessness with familiar technologies. The mediating roles of PU and PE highlight the importance of emphasizing the practical benefits and enjoyment aspects when promoting ICWTs for informal EFL learning.

This study extends the TAM by incorporating IMEL, demonstrating its significant influence on undergraduates' BI to use ICWTs for informal English learning. PU, PE, and IMEL positively predicted BI, while PEU did not. The mediating effects of PU and PE highlight the importance of designing engaging and useful tools. Future research should consider broader geographical contexts, qualitative approaches, and the inclusion of additional affective factors to further refine our understanding of ICWT adoption in informal EFL learning.

The study's generalizability is limited by its sample consisting solely of undergraduates from one university in China. The cross-sectional nature of the study limits causal inferences. Future studies should replicate the findings with larger, more diverse samples and employ longitudinal designs to explore the dynamic relationship between the variables over time. The reliance on self-reported data may introduce bias.