Latent
Construct Definition Item
Motivation (MOT) (Davis at al.
1992;
Venkatesh &
Bala, 2008)
- Intrinsic Motivation:
The perception that users will want to perform an activity for no apparent reinforcement other than the process of performing the activity per se.
- Extrinsic Motivation:
The perception that users will want to perform an activity because it is perceived to be
instrumental in achieving valued outcomes that are distinct from the activity itself.
1. I would have fun learning English in blended learning course.
2. I think English blended learning is helpful for my personal development.
3. I couldn‘t wait the on and off English classes.
4. I think blended learning is necessary for my future English study.
5. I would find it enjoyable to blend classroom learning with online for English.
6. I like having English classes through blended learning.
7. The actual process of learning English with the blended system would be pleasant.
Anxiety (ANX) (Compeau &
Higgins, 1995;
Horwitz et al., 1986;
Venkatesh et al., 2003;
Venkatesh &
Bala, 2008)
Evoking anxious or emotional reactions in performing a behavior.
A subjective feeling of tension, apprehension, nervousness, and worry, indirectly associated with an object.
1. I'm afraid I'm not good at utilizing technologies for English learning. (R) 2. I would feel ashamed of my English
ability being open to others online. (R) 3. The English blended learning would
make me feel more nervous than traditional class. (R)
4. I would feel more confused when I've got a question in online learning. (R) 5. I wouldn't enjoy using the blended
learning system for English. (R)
6. I would become embarrassed whenever I make a mistake. (R)
7. I would be worried about being laughed at by others because of my poor English. (R)
Attitude (ATT) (Ajzen,1991;
An individual’s positive or negative feelings about performing the target
1. Using the blended learning system for English is a good idea.
2. Using the blended learning method for [Table 6] Definition and Scales of the Latent Constructs
Crites et al., 1994;
Davis,1989;
Fishbein &
Ajzen,1975;)
behavior.
English is pleasant for me.
3. My attitude toward English becomes positive because of the blended learning.
4. I like the idea of taking the blended learning course.
5. The blended method of English learning is interesting for me.
Perceived Ease of Use
(PEOU) (Davis,1989;
Venkatesh &
Bala, 2008;
Venkatesh &
Davis, 2000)
The degree to which a person believes that using a particular system would be free of effort.
1. I would find it easy to get the system to do what I want it to do for English learning.
2. It would be hard for me to access to Internet for English learning. (R)
3. It would be hard for me to become skillful at using a computer for English learning. (R)
4. I would find the online learning system difficult to use. (R)
Perceived Usefulness
(PU) (Davis,1989;
Venkatesh &
Bala, 2008;
Venkatesh &
Davis, 2000)
The degree to which a person believes that using a particular system would enhance his or her job performance.
1. Using the blended learning system would improve my effectiveness of English learning.
2. Blended learning would enable me to accomplish English tasks more quickly.
3. I would find blended learning useful for English learning.
4. The blended learning system would increase my productivity.
5. Using the blended learning system would make it easier to learn English.
Perceived Interactivity
(PI) (Lee, 2003;
McMillan &
Hwang, 2002;
Wu, 2000;)
The degree to which learners sense and
experience the interactivity from a perception-centric perspective; e.g.,
perception of interaction by self and others, control, personalization, perception of responsiveness, bilateral
1. The interactions in the blended learning course would be clear and understandable for me.
2. I would find the blended learning method to be flexible to interact.
3. I would communicate with the instructor in real-time and non-real time.
4. The online feedback and reponses from the instructor would be immediate.
communication, activities, presence, perception of time sensitivity, and such.
5. The interactions in the blended learning would make English learning more engaging.
Variety (VAR) (Tornatzky &
Klein, 1982;
Venkatesh &
Bala, 2008;
Venkatesh &
Davis, 2000;
You & Shin, 2006)
The degree to which learners sense and experience the variety of learning information, resources, media, and functions; e.g. out quality, media richness, and such.
1. The blended learning course would consist of a variety of activities for English learning.
2. The online system would contain multiple resources and materials for English learning.
3. The online learning contents would vary to the different levels.
2. Dependent Variable
Academic achievement (ACH) or performance, according to Astin (1991), means the learning outcomes that students have achieved for their short or long-term educational goals and the levels of students' changes and development; i.e., the outcomes influenced by education programs and practical instructions of education institutions. Academic achievement is commonly measured through examinations or continuous assessments, but there is no general agreement on how it is best evaluated or which aspects are most important procedural knowledge (Annie, Howard, & Mildred, 1996). A number of elements such as test anxiety, environment, motivation, and emotions should be taken into consideration (Mosche, 1998). And more research should be conducted to better understand the direct relationships (Eccles, Templeton, &
Larson, 2002).
In the current study, academic achievement is conceptualized as the comprehension of blended course content necessary for accomplishing desirable scores. To assess the scholastic accomplishment precisely, the grading criteria
by which students were measured included not only conventional exams but also academic performance. That is, it was measured in two ways: (1) examination scores (mid-term and final), and (2) the score received from online and offline activities. The two test scores were included in final grading at 60%, and the performative score was occupied with 40%. As such, students' academic achievement was quantified and the total scores in percentile were aggregated.
Finally, all the numbers were divided by five sections in accordance with the five-point Likert scale (Likert, 1932) and coded for processing the statistic analysis. The five interval scale is to fit with the fashion of the rest of the measures and to better compare with the other variables.