A Survey On Secondary High School Students’ Technology Acceptance,Use Of Self-Regulated Learning Strategy And Satisfaction In Online English Courses

The pandemic of COVID-19 has greatly influenced peoples’ life and learning in2019.During this time,all forms of schools carried out the notice of the Minister of Education “ensuring learning undisrupted when class are disrupted.” and converted offline to online learning.In the online learning environment,teachers can’t maintain fully supervision for students’ learning.So students’ technology acceptance,use of self-regulated strategy,and satisfaction are researchable.And for this large-scale online learning,the research about secondary high school students are rare in domestic and oversea.Therefore,this research investigates secondary high school students’ technology acceptance,satisfaction,use of self-regulated learning strategy in online English courses,and the influential factors for their use of self-regulated learning strategy.This research uses qualitative and quantitative methods,which investigates 293 secondary high school students with the questionnaire.Among them,6 students accepted the semi-structured interview,the main research questions are:1)What are the status quo of the secondary high school students’ satisfaction,technology acceptance,and use of self-regulated learning strategy in online English courses? 2)What are the relationships among secondary high school students’ use of selfregulated learning strategy,technology acceptance and satisfaction in online English courses? 3)What are the potential or contextual factors influencing secondary high school students’ use of self-regulated learning strategy? By analyzing the data from the questionnaire and interview,the results are as follows: 1)Secondary high school students’ satisfaction,technology acceptance,and use of self-regulated learning strategy in online English courses are above average.2)Secondary high school students’ satisfaction is influenced by technology acceptance(perceived ease of use,perceived usefulness,and attitude),but for self-regulated learning strategy,only goalsetting and time management can affect students’ satisfaction.3)Students’ learning interest,teachers’ teaching style,the operation of online learning software,online learning content and time are the potential and contextual factors influencing their use of self-regulated learning strategy.To further improve students’ online learning efficiency,from the aspects of students,teachers,parents,and online learning’ platform managers,this research offers relevant suggestions: Students should strengthen the ability of self-regulate online learning and improve their information literacy.Teachers should act as the guiding role in the online interactive activities,which focus on students’ learning attention.Collaboration between schools and families is also a critical factor to prompt students’ online learning,for parents,they should encourage students to maintain their online learning confidence.Besides,online platform managers should provide technical support for students’ online learning,which can influence students’ learning interests from the perspectives of learning platforms’ design and operation.