Abstract

This study presents essential findings that would be advantageous to the designers and practitioners of Language Massive Open Online Courses (LMOOCs). It reveals the key elements that contribute to successful LMOOCs, and how they are influenced by English as a foreign language (EFL) learners’ personal characteristics (gender, age, and opened to experience). Nineteen research hypotheses were proposed to be statistically tested. A questionnaire, based on Delone and McLean’s Information System Success Model (ISSM), included items designed to investigate EFL learners’ personal characteristics, which was then distributed to experienced EFL LMOOC learners. The data from 172 valid copies (n = 172) were collected and analyzed with the administration of PLS-SEM modeling. The results reported that 9 out of 19 hypotheses were supported. It was determined that EFL learners’ “openness to experience” personality trait can significantly affect their opinions of service, system, and information quality of LMOOCs. Moreover, system quality, as perceived by EFL learners, was considered the significant variable for use intention and satisfaction of LMOOCs. Use intention would lead to their increased use of LMOOCs and satisfaction, and both variables would further influence their perception of the benefits that LMOOCs may provide.

摘要

本研究提出了对语言大规模开放在线课程 (LMOOC) 的设计者和实践者有利的重要发现。它揭示了促成 LMOOC 成功的关键要素，以及它们如何受到英语作为外语 (EFL) 学习者的个人特征（性别、年龄和开放经验）的影响。提出了 19 个研究假设进行统计检验。一份基于 Delone 和 McLean 的信息系统成功模型 (ISSM) 的调查问卷包括旨在调查 EFL 学习者个人特征的项目，然后分发给有经验的 EFL LMOOC 学习者。使用 PLS-SEM 建模管理收集和分析了来自 172 个有效副本 (n = 172) 的数据。结果报告说，19 个假设中有 9 个得到支持。确定了 EFL 学习者的“经验开放性”人格特质会显着影响他们对 LMOOC 的服务、系统和信息质量的看法。此外，EFL 学习者认为的系统质量被认为是影响 LMOOC 使用意愿和满意度的重要变量。使用意图会增加他们对 LMOOC 的使用和满意度，这两个变量都会进一步影响他们对 LMOOC 可能提供的好处的看法。