Exploring the Moderating Role of Self-Management of Learning in Mobile English Learning

Although a considerable number of studies have revealed that self-management of learning (SML) could be closely related to learning achievements, there is still a paucity of research investigating the moderating effect of self-management of learning on mobile learning outcomes. Accordingly, the prim...

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Bibliographic Details
Published in:	Educational technology & society 2014-10, Vol.17 (4), p.255-267
Main Author:	Huang, Rui-Ting
Format:	Article
Language:	eng
Subjects:	Academic Achievement Comparative Analysis Correlation Demography Dictionaries Distance learning Educational activities Educational environment Educational technology Electronic Learning Electronic Publishing English (Second Language) English language English language learners Factor Analysis Foreign Countries Full Length Articles Handheld Devices Information technology Instructional Effectiveness Learning Learning motivation Learning strategies Least Squares Statistics Management Mathematical models Measures (Individuals) Mobile communications networks Mobile learning Outcomes of education Perceptual learning Predictor Variables Resistance to change Satisfaction Second Language Learning Self Management Structural Equation Models Student Attitudes Student Characteristics Study and teaching Taiwan Undergraduate Students
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Summary:	Although a considerable number of studies have revealed that self-management of learning (SML) could be closely related to learning achievements, there is still a paucity of research investigating the moderating effect of self-management of learning on mobile learning outcomes. Accordingly, the primary purpose of this study was to explore the moderating role of self-management of learning in mobile English Learning. The participants of this study were 389 undergraduate students who used to use handheld electronic dictionaries to learn English before. The Partial Least Squares (PLS) analysis, a component-based Structural Equation Modelling (SEM) technique, was adopted to examine the data in this study. It has been demonstrated that perceived usefulness and playfulness of electronic dictionary could be positively related to mobile English learning satisfaction. Additionally, the study results have revealed that with particular respect to learners with higher SML, resistance to change could have no influence on mobile English learning satisfaction. Finally, it has been found that the self-management of learning could moderate the relationships between key mobile English learning determinants, satisfaction, and continuance intention.
ISSN:	1176-3647 1436-4522 1436-4522