A Probe Into The Factors Affecting Usage Behavior In DLUT Self-access English Learning System

With the development of information technology, web-based instruction is put into practice in China's higher learning institutions nationwide. This paper aims to explore the factors affecting students' use of the learning system, taking Self-access English Learning System of Dalian University of Technology as an example. Technology acceptance model (TAM) is employed as the theoretical basis and questionnaire is used to measure the hypothetical model. The results confirm the original technology acceptance model in mandatory usage context. Among the proposed four external variables, only the computer self-efficacy indirectly influences actual usage behavior through perceived usefulness and perceived ease of use. And prior computer experience exerts significant influence on perceived ease of use, while excluding perceived usefulness. However, teaching content and communication variables produce direct influence on actual use of the system. From the results, it is summarized that there are several theoretical contributions in this study. Firstly, This study confirms the original technology acceptance model (TAM) under mandatory usage context in educational settings. Secondly, the study establishes a new model with the proposed external variables. Thirdly, Some measurement scales developed in this present study can be used for future research. And then, according to language teaching principles for CALL, some suggestions and advices concerning the learning system and the users are provided so as to enhance students' actual use of the learning system. With respect to the learning system, it is suggested that teachers had better conduct a survey to comprehend student's need beforehand, and keep in mind the student's universal language learning development. Thus, online activities should be designed, conforming to the development of task complexity and difficulties. Besides, since teacher and student are separated in different time and space, interactions between both sides, feedback from teacher and collaborative work among students should be promoted. Concerning students, teacher should pay attention to their prior computer experience and try to promote their computer self-efficacies. All these aspects considered, teachers could control these external variables and promote learner's internal perceptions. And then this could contribute to frequent usage behavior. In all, the self-access English learning system can be a successful and effective instruction model.