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E-Learner Characteristics and E-Learner Satisfaction: A Study of Taiwanese EFL University Students

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  • Po Hsuan Chen

    (Washington State University, USA)

Abstract

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

Suggested Citation

  • Po Hsuan Chen, 2012. "E-Learner Characteristics and E-Learner Satisfaction: A Study of Taiwanese EFL University Students," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 2(2), pages 1-15, April.
    • Handle: RePEc:igg:jcallt:v:2:y:2012:i:2:p:1-15
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