The Empirical Study Of Chinese Learners’ Behavioral Intention To Learn Behavior In Live Online Courses Based On Technology Acceptance Model(TAM)

The breakout of the global public health crisis in early 2020 has caused a huge impact on all walks of life.As a window of frequent foreign exchanges,the field of teaching Chinese as the second language has encountered a huge problem in teaching:teachers and learners can no longer study in the same classroom as in the past,and Chinese teaching is facing stagnation.In this context,the live online course rises with the trend and becomes the best choice for Chinese teaching.The maturity of 5G communication technology and computer network technology has also laid a technological foundation for it.Through the virtual network,the Chinese classroom has realized the teaching environment of "the world is at the same time".However,in the process of teaching,some problems emerged,such as unstable network,lacl of information technology ability of teachers and students,lack of classroom interaction and so on.These problems have a serious impact on the classroom experience of learners,and then affect the learning behavior intention of learners.Learners are the main body of Chinese learning,and their willingness to learn has an important influence on their learning behavior and academic performance.However,a general survey of the literature related to Chinese live online courses shows that there is not much attention paid to the learning behavioral intention of learners,and empirical research on online courses is not sufficient.Therefore,this article from the perspective of learners,based on the technology acceptance model(TAM),introduces three external variables:cognitive style which embodies learners’ characteristics,technical support which embodies technology’s characteristics,and perceived interactivity which embodies characteristics of Chinese learning.This article constructs the research model of Chinese learners’ behavioral intention to learn behavior in live online courses based on Technology Acceptance Model(TAM),proposing relevant research questions.According to the model,a total of 316 Chinese learners were surveyed in a questionnaire,which investigated and analyzed their current behavioral intention to learn live courses,as well as the effects of perceived usefulness,perceived ease of use and external variables on their behavioral intention to use.Meanwhile,the answers to open questions were used as qualitative supplements.Based on the empirical research conclusions,feasible suggestions are put forward in order to provide useful reference for the future development of online Chinese courses.The major conclusions of this study are below:First,the technology acceptance model has applicability in the study of Chinese live online courses and can be used to investigate the learning behavioral intention of learners.According to the survey,learners’ learning behavior intention at present,students recognized live online courses play a positive role during the pandemic,but continuous learning behavior intention is not enough,and a live online course as the pandemic era international Chinese education of the new normal,consider how to improve learners’ learning behavior and willingness to question has theoretical value and practical significance.Second,perceived usefulness in the internal variables of the model has a significant positive impact on learners’ behavioral intention to learn.Currently,students believe that live courses can help improve their scores,but there is a problem of low efficiency.Perceived ease of use also has a significant positive impact on learning behavior intention.It is believed that the current live online course platform is relatively convenient to operate,but professional live streaming platform more suitable for Chinese teaching is in urgent need of construction.At the same time,perceived ease of use also has a clear positive impact on perceived usefulness.Third,from the perspective of external variables,perceived interactivity has a significant positive impact on perceived ease of use and perceived usefulness.However,classroom interaction,especially the interaction between students and students,is still a pain point of live online teaching and needs to be strengthened.Fourth,technical support has a significant positive impact on perceived ease of use and perceived usefulness.At present,learners feel poor technical support,teachers are the main technical supporters,and technical support from the platform and technical personnel is less.Fifth,cognitive style has a significant positive impact on perceived ease of use.Chinese learners’cognitive style tends to be field independence,which is beneficial for learners to adapt to the transition from offline classes to live online classes.On the basis of the research conclusions,feasible suggestions are put forward to improve Chinese live online courses,and it is suggested to promote the normal transformation of live streaming courses,which is expounded from four aspects:courses,teachers,learners and platforms.The first is to promote the normal transformation of courses to adapt to online teaching,in which the transformation and upgrading of classroom interaction should receive more attention.The second is to promote the transformation of teachers and strengthen the awareness and level of information literacy of international Chinese teachers.Thirdly,learners transform,teachers lead the way,improve learners’ independent learning ability;Fourth,platform transformation,multi-party support,to build a professional platform for Chinese education.