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ERIC Number: EJ1045544
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1436-4522
Exploring the Moderating Role of Self-Management of Learning in Mobile English Learning
Huang, Rui-Ting
Educational Technology & Society, v17 n4 p255-267 2014
Although a considerable number of studies have revealed that self-management of learning (SML) could be closely related to learning achievements, there is still a paucity of research investigating the moderating effect of self-management of learning on mobile learning outcomes. Accordingly, the primary purpose of this study was to explore the moderating role of self-management of learning in mobile English Learning. The participants of this study were 389 undergraduate students who used to use handheld electronic dictionaries to learn English before. The Partial Least Squares (PLS) analysis, a component-based Structural Equation Modelling (SEM) technique, was adopted to examine the data in this study. It has been demonstrated that perceived usefulness and playfulness of electronic dictionary could be positively related to mobile English learning satisfaction. Additionally, the study results have revealed that with particular respect to learners with higher SML, resistance to change could have no influence on mobile English learning satisfaction. Finally, it has been found that the self-management of learning could moderate the relationships between key mobile English learning determinants, satisfaction, and continuance intention.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan