期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2019
卷号：35
期号：3
DOI：10.14742/ajet.4188
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.
关键词：Mobile learning;Perceived flexibility advantage;Personal learning initiative;Self-management of learning
