Factors Influencing Non-English Foreign Language Learners' Acceptance and Use of Micro-Lectures: An Extension of the UTAUT Model
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This study examines the use of micro-lectures in non-English foreign language(NEFL) teaching in light of their rising global significance and aims to address critical research shortcomings in this field. Although micro-lectures have been widely adopted in English language instruction due to their concise and flexible format, their integration into NEFL contexts remains limited. To address this lack of research, the study expands the Unified Theory of Acceptance and Use of Technology (UTAUT) by adding two more factors—personal readiness and learning expectancy—in an effort to increase the model's explanatory potential. The study included 1,397 NEFL students from seven Chinese universities, and the data were analyzed using Partial Least Squares Structural Equation Modeling(PLS-SEM). According to the findings, learners' behavioral intent to employ micro-lectures is significantly influenced by performance expectancy, effort expectancy, social influence, personal readiness, and learning expectancy. In addition, actual use behavior is positively impacted by behavioral intention and facilitating conditions. Within NEFL learning scenarios, the extended UTAUT model exhibits both strong explanatory potential and practical use. For instructors and schools looking to foster the long-term progress of NEFL education in the digital age, this study offers practical recommendations as well as empirical data to support the creation of micro-lecture strategies that are centered on the learner.
Abstract
This study examines the use of micro-lectures in non-English foreign language(NEFL) teaching in light of their rising global significance and aims to address critical research shortcomings in this field. Although micro-lectures have been widely adopted in English language instruction due to their concise and flexible format, their integration into NEFL contexts remains limited. To address this lack of research, the study expands the Unified Theory of Acceptance and Use of Technology (UTAUT) by adding two more factors—personal readiness and learning expectancy—in an effort to increase the model's explanatory potential. The study included 1,397 NEFL students from seven Chinese universities, and the data were analyzed using Partial Least Squares Structural Equation Modeling(PLS-SEM). According to the findings, learners' behavioral intent to employ micro-lectures is significantly influenced by performance expectancy, effort expectancy, social influence, personal readiness, and learning expectancy. In addition, actual use behavior is positively impacted by behavioral intention and facilitating conditions. Within NEFL learning scenarios, the extended UTAUT model exhibits both strong explanatory potential and practical use. For instructors and schools looking to foster the long-term progress of NEFL education in the digital age, this study offers practical recommendations as well as empirical data to support the creation of micro-lecture strategies that are centered on the learner.