Learners’ continuance intention in multimodal language learning education: An innovative multiple linear regression model

Abstract

Confronted with the unprecedented COVID-19 pandemic, millions of learners have received, are receiving, or will receive multimodal language learning education. This study aims to explore the relationships between various factors influencing learners’ continuance intention by proposing an innovative multiple linear regression model in multimodal language learning education. Participants were randomly recruited (N = 334) in China who had received multimodal language learning education by combining Massive Open Online Courses, Rain Classroom, and WeChat. The research instrument, a comprehensive questionnaire, was sent through the online system named Questionnaire Star developed by technical experts. A multiple linear regression analysis was adopted to test the proposed hypotheses and fit the research model. This study confirms the relationships between the Technology Acceptance Model-inclusive constructs such as perceived ease of use, perceived usefulness, attitudes toward multimodal language learning education, and continuance intention of participating in multimodal language learning education. The Technology Acceptance Model is also associated with other constructs, e.g. Task-technology fit, Individual-technology fit, Openness, and Reputation of multimodal language learning educational institutes, and personal investment in multimodal language learning education. However, personal investment neither directly nor indirectly predicts continuance intention. Educators and designers could make every effort to improve multimodal language learning education to enhance personal investment and foster its association with continuance intention of learners.

Keywords

• Multiple linear regression model
• Multimodal language learning education
• Personal investment
• Continuance intention