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Using Ajzen's Theory to Examine Beliefs in EFL Face-to-Face and Online Lessons
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|Title:||Using Ajzen's Theory to Examine Beliefs in EFL Face-to-Face and Online Lessons|
|Keywords:||Ajzen’s theory of planned behavior|
Language learning beliefs
EFL students’ beliefs about face-to-face lessons
EFL students’ beliefs about online lessons
|Issue Date:||May 2016|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [May 2016]|
|Abstract:||This mixed-methods dissertation investigated the theory of planned behavior (TPB) in English as a foreign language (EFL) learning in face-to-face and online lessons using treatments, |
questionnaires and interviews. The participants were divided into face-to-face (n = 692) and online (n = 296) groups. The results of direct measures for TPB showed that attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC) significantly predicted students’ intentions; however, intention did not significantly predict test scores. The AB construct was the most important predictor of intention in both the face-to-face and online groups, followed by PBC and SN, respectively. Most TPB indirect measures in both groups significantly correlated with the direct measures. The biographical information collected from both groups showed no significant differences between the levels of each biographical category. The qualitative results showed that the face-to-face group exhibited 42 beliefs about EFL lessons, and the online group exhibited 34 beliefs. A comparison of the quantitative and qualitative data showed agreement to some extent between both types of data. The disagreement was related to the importance of the constructs: The quantitative data emphasized the AB construct whereas the qualitative data emphasized the importance of the PBC construct in both groups. The results suggested the usefulness of TPB to investigating EFL students’ beliefs and the importance of learners’ beliefs in their intention to attend face-to-face or online EFL lessons regularly. In addition, the results indicated the importance and usefulness of mixing quantitative and qualitative data to understand EFL students’ beliefs. Finally, endless thanks go to my friends, relatives and colleagues at KKU for their help, support and encouragement to finish my study.
|Description:||Ph.D. University of Hawaii at Manoa 2016.|
Includes bibliographical references.
|Appears in Collections:||Ph.D. - Second Language Studies|
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