The main purpose of this study is to propose a research model to evaluate the
learners’ intention to use an online learning community. Then, we provide guidelines
to establish an online learning community in the future for reference. Besides, we
describe the further development of such communities from the perspective of three
external variables. In terms of Online Course Design, because students have different
proficiency levels, the system compiles each student’s profile in advance in order to
design online courses adapted for individual students. We hope that after the course, a
unit test will be held, and the system will record the test scores, which will form the
basis for adjusting the level of difficulty of the next course. In terms of User-interface
Design, we provide learners with comfortable and easy to read user-centered and
personalized interfaces. We also provide a learning agent mechanism to guide
students to connect to the correct learning path, and prevent information overload. In
terms of Previous Online Learning Experience, in addition to learning through a
Web-based browser, we let learners adopt different types of information technology,
such as Tablet PCs, PDAs, or mobile phones, so that they can have different learning
experiences. At the same time, we have to ensure that learners feel the system is both
easy to use and useful. Learners can also attain significant benefits through interaction
with their peers. As a result, learners’ Intention to Use an Online Learning
Community would be stronger.
The contribution of this research is that it adds external variables to the original
TAM, and uses an extra perceived variable to explore the use of an online learning
community. As this is an English learning community, we now list several
implications of the research results as guidelines for developing future online English
learning communities.
(1) The Intention to Use an Online Learning Community is strongly and directly
affected by Perceived Usefulness and indirectly by Online Course Design. Thus,
when developing an online English learning community, we recommend that a
comprehensively designed online English course should be the first priority. By
developing user-centered programs, we will be better able to satisfy the needs of
users.
(2) Users should be encouraged to gain more online learning experience and to use
information technology to learn English. For example, users could surf other
English learning websites so that it is easier to adapt to a possibly more
complicated online learning environment in the future.
(3) Some advanced teaching aids should be considered when designing the user
interface. For example, English vocabulary and phrases could be displayed by
multimedia techniques to strengthen learners’ interest in learning English online.
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Appendix A.
Measurement items used in study of learner’s intention to use an online learning community
Item Statement Reference
Online Course Design (OCD) Self-developed
OCD1 1. The course content is interesting OCD2 2. The course content level is mid-range OCD3 3. The course content meets my needs
OCD4 4. In general, I am satisfied with the design of the course content and quality
User-interface Design (UID) Self-developed
UID1 1. The layout design of the website makes it easy to read
UID2 2. The font style, color and layout of the interface make it comfortable for me to read
UID3 3. In general, I am satisfied with the design of the interface of this website
Previous Online Learning Experience (POLE) Self-developed POLE2 2. I feel it would easier to operate the system if I
had previous experience of using it
POLE3 3. I will have a better understanding of how to use the system if it has a function for online guidance
POLE4 4. I will have a better understanding of how to use PU1 1. I could improve my learning performance by
using this system
PU2 2. I could enhance my language learning proficiency by using this system
PU3 3. I could increase my learning productivity by using this system
PU4 4. I think using this system helps me learn Perceived Ease of Use (PEOU)
Davis (1989, 1993); Venkatesh (2001);
Venkatesh &
Davis (1996) PEOU1 1. This system makes people feel that the interface
design and information delivery are clear and easy to understand
Perceived Interaction (PI) Self-developed
PI1 1. I usually discuss relevant English learning topics with others on the discussion board
PI2 2. I usually send e-mails to others as a way of communicating
PI3 3. I usually engage in simultaneous learning interaction with others via Instant Messenger PI4 4. In general, I feel this Web-based learning
environment provides good opportunities for interaction with other users
Intention to Use an Online Learning Community (IUOLC)
Davis (1989, 1993); Venkatesh (2001);
Venkatesh &
Davis (1996) IUOLC1 1. I intend to use this system for activities that
involve English learning
IUOLC2 2. I will reuse this system for relevant learning activities
Appendix B
Interview questions items used
Location of school:
□ Northern Taiwan
□ Central Taiwan
□ Southern Taiwan
Gender: □ Male □ Female
Grade: □ Freshman □ Sophomore □ Senior
Have you ever had the experience in participation in the contest before?
□ Yes □ No
Have you ever had the experience in getting rewards after the contest before?
□ Yes □ No
Registration: □ Volunteer □ Teachers’ encouragement
1. Why do you want to join in IWiLL online learning community?
2. What reasons do you participate in Reading Challenge contest?
2. What reasons do you participate in Reading Challenge contest?