Please use this identifier to cite or link to this item: https://ir.swu.ac.th/jspui/handle/123456789/27408
ชื่อเรื่อง: The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach
ผู้แต่ง: Yang S.
Pu R.
Keywords: adaptability
blended learning
College English
contextual factors
motivation
self-efficacy
structural equation modeling
วันที่เผยแพร่: 2022
สำนักพิมพ์: Frontiers Media S.A.
บทคัดย่อ: Objective: Few research efforts have substantially introduced relevant studies on Chinese students’ adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course. Methods: The quantitative research method was employed in this study, and 595 respondents were eventually collected to enable the data analysis. The structural equation modeling (SEM) approach was used to analyze the data. Results: (1) The non-English majored learners’ adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; (2) the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: x2/df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; (3) adaptability was positively related to contextual factors, self-efficacy, and motivation (p < 0.001); (4) contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation (p < 0.01). Implications: This study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners’ adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners’ responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service. Copyright © 2022 Yang and Pu.
URI: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128685199&doi=10.3389%2ffpsyg.2022.847342&partnerID=40&md5=7470946da80f6fdc06b360774a5d5a16
https://ir.swu.ac.th/jspui/handle/123456789/27408
ISSN: 16641078
Appears in Collections:Scopus 2022

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