The aforementioned limitations should be addressed in future research in order to enhance a understanding of blended learning, implementation of a blended learning system, and design of a blended learning course in the language education area.
The first suggestion for further study is that a larger-scale research should gather more data from a larger set of different learners in different contexts. The results could vary depending on learners' proficiency levels and characteristics, their learning styles, design of a curriculum, quality of a multimedia system, style of online lessons, and so forth. In particular, it would be worth while to gather more data from advanced levels. Or, it could be possible to replicate this study within different areas, such as in professional development courses, employee training courses, or even open course-ware.
Second, further research is needed for extracting more possible variables influencing EFL learners' performance under the circumstances of blended learning and inventing different or new combinations of the variables.
Furthermore, it is critical to develop measurement scales suitable for measuring the attributes of blended learning only. Since this study investigated a few attributes, follow-up studies are required to materialize a feasible model with other constructs. With the rapid growth of technology, it has become an educational issue to uncover the linear causal relationships between constructs which influence the use of technology-enhanced learning systems.
Also, either potential mediating or moderating effects should be accounted for to better understand determinants of EFL students' academic achievement and performance in blended learning. Compared to other research fields, extensive research and analysis has not been conducted in ELT. By including more variables in a future research model (e.g. experience, voluntariness, gender, major, age, etc.), their secondary effects, if not direct, should be investigated in order to apply the 'right' technology tools according to 'right' personal learning
styles to teach the 'right' skills to the 'right' person at the 'right' time, as Singh and Reed (2001) mentioned earlier.
Forth, although the usage of a learning system is not always made by either a perfectly voluntary choice or an entire obligation, it would be meaningful for future research to distinguish the voluntary use from the mandatory use when it comes to the use of a blended learning system for learning English, and to compare the distinctions between the two different environments.
Lastly, to evaluate the effect on learners' achieved growth and increased competence, the conjoint effect may be better explained through several rounds of surveys, such as pre-and post-instruction tests. It is recommended for further research to compare and analyze improved scores between the two tests or development of language competence.
As Jun (2009) pointed out, a key purpose of adopting ICT in education is to establish an efficient instructional model, which can help students to become independent and competent learners. And, the use of ICT in education makes it possible for L2 educators to customize ICT according to various learning environments and students’ abilities. However, just replacing the present course with the blended one is not enough; nor is encouraging students to become successful L2 learners. Blended learning, as an important building block of a new classroom, gives students and educators both flexibility and convenience.
For the benefit of each student's English achievement to be realized, the blended courses must be effectively designed with the right attributes put in the right place. This study has responded to the requirement, and provided useful information on how to design blended learning environments and what to consider for L2 achievement. For the potentials of blended learning in the field of foreign language education, pedagogically various and innovative approaches are encouraged as a follow-up of this study.
REFERENCES
Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). PU, ease of use, and usage of information technology: A replication.
MIS Quarterly
,June
, 227-247.Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun:
Cognitive absorption and beliefs about information technology usage.
MIS quarterly, 24
(4), 665–694.Agarwal, R., & Prasad, J. (1999). Are Individual differences germane to the acceptance of new information technologies?
Decision Sciences, 30
(2), 361-391.Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese.
The Modern Language Journal, 78
(2). 155-158.Ajzen, I. (1991). The theory of planned behavior.
Organizational Behavior and Human Decision Processes, 50
(2), 179-211.Ajzen, I., & Fishbein, M. (1980).
Understanding attitudes and predicting social behavior
. Englewood Cliffs, NJ: Prentice-Hall.Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. B.
Albarracín, T. Johnson, & M. P. Zanna, (Eds.),
The handbook of attitudes
(pp. 173-221). Mahwah, NJ: Lawrence Erlbaum Associates.Allen, I. E., & Seaman, J. (2006).
Making the grade: Online education in the United States 2006
. Babson Survey Research Group. Needham, MA: The Sloan Consortium.Allen, I. E., Seaman, J., & Garret, R. (2007).
Blending in: The extent and promise of blended education in the United States
. Needham, MA: The Sloan Consortium.Allport, G. W. (1935). Attitudes. In C. M. Murchison (Ed.),
Handbook of social psychology
(pp. 796-834). Worcester, MA: Clark University Press.Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach.
Psychological
Bulletin, 103
(3), 411-423.Annie, W., Howard, W. S., & Mildred, M. W. (1996).
Achievement and ability tests: Definition of the domain: Educational Measurement 2
, Lanham, MD:University Press of America.
Arabasz, P., Boggs, R., & Baker, M. B. (2003). Highlights of e-learning support practices.
Educause Center for Applied Research, Research Bulletin, 2003
(9), 1-11. Retrieved 16 Jan. 2018. from <https://www.thefreelibrary.com/Perspectives+on+blended+learning+in+higher+education.-a0159594390>.
Arnold, J. (1999).
Affect in language learning
. Cambridge, UK: Cambridge University Press.Astin, A. (1991).
Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education.
New York, NY: American Council on Education Macmillan.Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project.
Teaching with Technology Today, 8
(6), 1-5.Bagozzi，R. P., & Burnkrant, R. E. (1979). Attitude organization and the attitude-behavior relationship.
Journal of Personality & Social Psychology, 37
(6)，913-929.Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning. In H. Seliger & M. Long (Eds.),
Classroom oriented research in second language acquisition
(pp. 67-103). Rowley, MA: Newbury House Publisher.Bandura, A. (1986).
Social foundations of thought and action: A social cognitive theory
. Englewood Cliffs, NJ: Prentice-Hall.Belz, J. A., & Thorne, S. L. (2006). Introduction: Internet-mediated intercultural foreign language education and the intercultural speaker. In J. A. Belz, & S.
L. Thorne (Eds.),
Internet-mediated intercultural foreign language education
(pp. viii-xxv). Boston, MA: Heinle & Heinle.Bennett, S., Priest, A., & Macpherson, C. (1999). Learning about online learning:
An approach to staff development for university teachers.
Australian Journal
of Educational Technology, 15
(3), 207-221.Bentler, P. M. (1990). Comparative fit indexes in structural models.
Psychological Bulletin, 107
(2), 238-246.Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structure,
Psychology Bulletin, 99
, 588-606.Bersin, J. (2004).
The blended learning book: Best practices, proven methodologies, and lessons learned
. San Francisco, CA: Pfeiffer Publishing.Bleed, R. (2001). A hybrid campus for a new millennium.
Educause Review, 36
(1), 16- 24.Bloom, B. S. (1981). Forward. In T. Levin,
Effective instruction
(pp. 39-87).Alexandria, VA: Association for Supervision and Curriculum Development.
Bohrnstedt, G. W. (1970). Reliability and validity assessment in attitude measurement. In G. F. Dummers (Ed.),
Attitude measurement
(pp. 97-142).Chicago, IL: Rand McNally & Company.
Bonk, C. J., & Dennen, V. (1999). Learner issues with WWW-based systems.
International Journal of Educational Telecommunications
,5
(4), 410-417.Bostrom, P. R. (2003). E-learning: Facilitating learning through technology. In
Proceedings of the 2003—ninth Americas Conference on Information Systems
. 3159-3164. Retrieved 1 Apr. 2018. from<http://slideplayer.com/slide/6394018>.
Brown, I. T. J. (2002). Individual and technological factors affecting perceived ease of use of web-based learning technologies in a developing country.
The Electronic Journal on Information Systems in Developing Countries, 9
(5), 1-15.Brusilovsky, P., Yudelson, M., & Sosnovsky, S. (2004).
An adaptive e-learning service for accessing interactive examples
. Paper presented at the World Conference of E-learn, 2556-2561. Washington, DC. November.Burgoon, J. K., Bonito, J. A., Bengtsson, B., Cederberg, C., Lundeberg, M., &
Allspach, L. (2000). Interactivity in human-computer interaction: A study of credibility, understanding, and influence.
Computers in Human Behavior, 16
(6), 553-574.Chaiken, S., & Stangor, C. (1987). Attitudes and attitude change.
Annual Review
of Psychology, 38
(1), 575-630.Chan, H. C., & Teo, H. H. (2007). Evaluating the boundary conditions of the technology acceptance model: An exploratory investigation.
ACM Transactions on Computer Human Interaction, 14(
2), 9-37.Chin. W. (1998). The partial least squares approach for structural equation modeling. In G. A. Marcoulides (Ed.),
Modern methods for business research
(pp. 295-336). Hillsdale, NJ: Lawrence Erlbaum.Chin, W. W. & Todd, P. A. (1995). On the use, usefulness, and ease of use of structural equation modeling in MIS research: A note of caution.
MIS Quarterly
,19
(2), 237-246.Cho, S. B. (1996).
LISREL structural equation modelling.
Seoul, Korea: Youngji Culture Press.Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: A technical framework for designers.
British Journal of Educational Technology, 34
(3), 265-279.Christensen, T. K. (2003). Finding the balance: Constructivist pedagogy in a blended course.
Quarterly Review of Distance Education, 4
(3), 235-243.Chung, K. S., Lee, W. B., & Noh, M. J. (2010). An effect on satisfaction and loyalty of the characteristics in mobile learning: According to gender.
Journal of Information System, 19
(3), 75-103.Churchill, G. A. (1979). A paradigm for developing better measures of marketing constructs.
Journal of Marketing Research, 16
(1), 64–73.Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test.
MIS Quarterly, 19
(2), 189-211.Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice.
Journal of Educational Psychology, 88
(4), 715-730.Covington, M. V., & Mueller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation.
Educational Psychology Review, 13
(2), 157-177.Cragg, P. B., & King, M. (1993).
Information systems and small firm
performance: Case study evidence
. Paper presented at the European Conference on Information Systems, 3, 424-432. Henley on Thames. March.Crites, S. L., Fabrigar, L. R., & Petty, R. E. (1994). Measuring the affective and cognitive properties of attitudes: Conceptual and methodological issues.
Personality arid Social Psychology Bulletin, 20
(6), 619-634.Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests.
Psychometrica, 16
(3), 297-334.Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender.
Psychological Bulletin, 122
(1), 5-37.Csikszentmihalyi, M. (1990).
Flow: The psychology of optimal experience
. New York, NY: Harper and Row.Darley, W. K., & Smith, R. E. (1995)，Gender differences in information processing strategies: An empirical test of the selectivity model in advertising response.
Journal of Advertising, 24
(1), 41-56.Davies, G. (2002). ICT and modern foreign languages: Learning opportunities and training needs.
Multimedia-Assisted Language Learning, 5
(1), 200-221.Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology.
MIS Quarterly, 13
(3), 319-340.Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models.
Management Science, 35
(8), 982-1003.Davis, F. D., Bagozzi, R. P., & Warshaw. P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace.
Journal of Applied Social Psychology, 22
(14), 1111-1132.Deci, E. L. (1975). Intrinsic motivation. In H. D. Brown,
Principles of language learning and teaching
(4th ed.) (pp. 109-143). White Plains, NY: Pearson Education.Deci, E. L., & Ryan, R. M. (1985).
Intrinsic motivation and self-determination in human behavior
. New York, NY: Plenum Press.DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable.
Information Systems Research, 3
(1),60-95.
DeVellis, R. F. (2003).
Scale development: Theory and applications
(2nd ed.).Thousand Oaks, CA: Sage Publications, Inc.
Dholakia, R. R., Zhao, M., Dholakia, N., & Fortin, D. (2001).
Interactivity and revisits to websites: A theoretical framework
. Paper presented at 2001 American Marketing Association (AMA) Winter Educators' Conference, 12, 108-115. Scottsdale, AZ. Feb.Donnelly, R. (2006). Blended problem-based learning for teacher education:
Lessons learnt.
Journal of Learning Media and Technology, 31
(2), 93-116.Dornyei, Z. (1990). Conceptualizing motivation in foreign language learning.
Language Learning, 40
(1). 45-78.Driscoll, M. (2002). Blended learning: Let’s get beyond the hype.
Learning, 1
(4), 54.Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.),
Handbook of research for educational communications and technology
(pp. 129-161). New York, NY: Macmillan.Dugdale, S. (2004). Technology in support of middle grade mathematics: What have we learned?
The Journal of Computers in Mathematics and Science Teaching, 23
(1), 5-20.Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning.
Educause Center for Applied Research, Research Bulletin. 2004
(7), 1-12.Retrieved 16 Jan. 2018. from <https://www.educause.edu/ir/library/pdf/
ERB0407.pdf>.
Dziuban, C. D., & Moskal, P. D. (2001). Evaluating distributed learning at metropolitan universities.
Educause Quarterly, 24
(4), 60-61.Dziuban, C. D., Moskal, P. D., & Hartman, J. L. (2005). Higher education, blended learning and the generations: Knowledge is power-no more.
Sloan C Series, 6
, 85-100.Eccles, J. S., Templeton, J., & Larson, R. (2002). Extracurricular and other after-school activities for youth.
Review of Research in Education, 26
(1),113-180.
Ellis, R. (1994).
The study of second language acquisition
. Oxford, UK: Oxford University Press.Fagan, M. H., Neill, S., & Wooldridge, B. R. (2004). An empirical investigation into the relationship between computer self-efficacy, anxiety, experience, support and usage.
The Journal of Computer Information Systems, 44
(2), 95-104.Fausto-Sterling, A. (2000). The sex/gender perplex. S
tudies in History and Philosophy of Biological and Biomedical Sciences, 31
(4), 637-646.Fishbein, M., & Ajzen, I. (1975).
Beliefs, attitude, intention, and behavior: An introduction to theory and research
. Reading, MA: Addison-Wesley.Fisher, E., & Arnold, S. J. (1994). Sex, gender identity, gender role attitude, and consumer behavior.
Psychology & Marketing, 11
(2), 163-183.Folkestad, L. S., & Haag, S. (2002).
Conflicting ideologies and the shift to e-learning
. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA. April.Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error.
Journal of Marketing Research, 18
(1), 39-50.Fornell, C., & Oded, G. A. (1983). Validity assessment in covariance structure analysis via selection procedures.
AMA Winter Educators' Conference, 1983
, 253-258.Frazee, R. V., & Rossett, A. (2003). Does relevance facilitate participation in a blended college course?
Technology and Teacher Education Annual, 4
, 2388-2391.Gardner, R. C., & Smythe, P. C. (1975). Motivation and second-language acquisition.
Canadian Modern Language Review, 31
, 218-230.Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses.
Teaching with Technology Today, 8
(6), 1-3. Retrieved 25 Sep. 2017. from<http://www.uwsa.edu/ttt/articles/garnham.htm>.
Garrison, D. R. (2000). Theoretical challenges for distance education in the 21st
century: A shift from structural to transactional issues.
International Review of Research in Open and Distance Learning, 1
(1), 1-17.Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education.
The Internet and Higher Education, 7
(2), 95-105.Garrison, D. R., & Vaughan, N. D. (2008).
Blended learning in higher education:
Framework, principles, and guidelines
. San Francisco, CA: Jossey-Bass Inc.Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of e-mail: An extension to the technology acceptance model.
MIS Quaterly
,21
(4), 389-400.Goodhue, D. (1986). I/S attitudes: Toward theoretical and definitional clarity.
Paper presented at the seventh Annual International Conference on Information Systems. San Diego, California. 14-17 December. Retrieved 20 Apr. 2018. from <https://dspace.mit.edu/bitstream/handle/1721.1/48192/
isattitudestowar00good.pdf?sequence=1>.
Goolnik, G. (2006). Effective change management strategies for embedding online learning within higher education and enabling the effective continuing professional development of its academic staff.
The Turkish Online Journal of Distance Education, 7
(1), 9-21.Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.),
Handbook of blended learning: Global perspectives, local designs
(pp. 3-21). San Francisco, CA: Pfeiffer Publishing.Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment.
American Journal of Distance Education, 11
(3), 8-26.Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010).
Multivariate data analysis: A global perspective
(7th ed.). Upper Saddle River, NJ.:Prentice Hall.
Hativa, N., & Becker, H. (1994). Computer-based integrated learning systems:
Research and theory.
International Journal of Educational Research, 21
(10),1-119.
Hay, A., Hodgkinson, M., Peltier, J. W., & Drago, W. A. (2004). Interaction and virtual learning.
Strategic Change, 13
(4), 193-204.Hayashi, A., Chen, C., Ryan, T., & Wu, J. (2004). The role of social presence and moderating role of computer self efficacy in predicting the continuance usage of e-learning systems.
Journal of Information Systems Education, 15
(2), 139-154.Hayduk, I. A. (1987).
Structural equation modeling with LISREL.
Baltimore, MD:Johns Hopkins University Press.
Hentea, M., Shea, M. J., & Pennington, L. (2003). A perspective of fulfilling the expectations of distance education. In
Proceedings of the 4th Conference on Information Technology Curriculum (CITC4
'03)
, 160-167. Lafayette, Indiana.16-18 October. Retrieved 25 Feb. 2018. from
<https://dl.acm.org/citation.cfm?id=947158>.
Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary model and strategies for practitioners.
The American Journal of Distance Education, 8
(2), 30-42.Hiltz, S. R. (1990). Evaluating the virtual classroom. In L. Harasim (Ed.),
Online educations: Perspectives on a new environment
(pp. 134-183). New York, NY: Praeger.Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety.
The Modern Language Journal, 70
(2), 125-132.Hoyle, R. H. (1995).
Structural equation modeling: Concepts, issues, and applications
. Thousand Oaks, CA: Sage Publications.Igbaria, M., livari, J., & Maragahh, H. (1995). Why do individuals use computer technology?: A Finnish case study.
Information & Management, 29
(5), 227-238.Igbaria, M., Parasuraman, S., & Baroudi, J. J. (1996). A motivational model of microcomputer usage.
Journal of Management Information Systems, 13
(1), 127-143.Im, B. N.，Im, J. H.，& Ko，J. K. (2004). The current overview and activation strategies for e-learning in higher education.
Journal of Multimedia, 5
(3-4)，16-30.
Joo, Y. J., & Kim, J. Y. (2003). An inquiry into tutor's roles and competencies in e-learning environment.
Journal of Educational Studies, 34
(1), 19-39.Jöreskog, K. G., & Sörbom, D. (1989).
LISREL 7 : A guide to the program and applications
(2nd ed.). Chicago, IL: SPSS Inc.Jun, S. K., Lee, H. S., & Choi, Y. J. (2007). Gender effects on the satisfaction judgment: The influence of perceived performance on the overall satisfaction.
Korea Marketing Review, 22
(3), 135-157.Jun, W. C. (2009). A study on development plan of ICT education in Korea.
Asia-Pacific Cybereducation Journal, 5
(2), 53-61.Jung, H. J. (2012). The impacts of characteristics of ubiquitous learning environment and learning materials on perceived interactivity and performance of English learners.
English Language Teaching, 24
(1), 235-254.Jung, H. J. (2013). Impacts of smart learning attributes on intention to use smart learning for English learning.
The Linguistic Association of Korea Journal, 21
(3), 301-317.Jung, H. J. (2015a). Smart learning for English learning-exploring learner and learning environmental attributes.
English Language & Literature Teaching, 21
(4), 17-36.Jung, H. J. (2015b). The role of intrinsic and extrinsic motivation in promoting mobile learning for English learning.
English Language Teaching, 27
(4), 71-89.Jung, Y. S. (2008). Exploring factors influencing the successful CMC-based English learning.
Multimedia-Assisted Language Learning, 11
(3), 128-150.Kang, B. S. (2002).
Research methodology for cause-and-effect analysis
(2nd ed.). Seoul, Korea: Trade Management Press.Kang, J. (2013). A study on elementary school students' acceptance of English digital textbooks using technology acceptance model.
Multimedia-Assisted
Language Learning, 16
(1), 11-36.Kearsley, G., & Lynch, W. (1995). The effectiveness and impact of online learning in graduate education.
Educational Technology, 35
(6), 37-64.Kerres, M., & de Witt, C. (2003). A didactical framework for the design of blended learning arrangements.
Learning, Media & Technology, 28
(2-3), 101-114.Khan, B. (Ed.). (2001).
Web-based training
. Englewood Cliffs, NJ: Educational Technology Publications.Kim, H. J. (2008). Study on major-related satisfaction for revitalization of blended-learning in cyber universities: Based upon H cyber university.
Art Education Review, 32
, 37-72.Kim, H. J. (2011).
The study on influential factors upon learning achievement and its reuse of e-learning in university
. Unpublished doctoral dissertation.Konkuk University, The Graduate School, Seoul, Korea.
Kim, J. (2010). L2 learner’s perspectives of how personal and instructional factors influence achievement in online EFL learning environment.
English Language & Literature Teaching, 16
(4), 39-69.Kim, J. H., & Kim, Y. W. (2005). An investigation into foreign language learning anxiety in e-learning situations.
Foreign Languages Education, 12
(4), 343-376.Kim, J. K., & Chong, H. I. (2011). Exploring relative importance of satisfaction factors in e-learning depending on learning environment: Focused on full-time, part-time university student.
Korean Association for Educational Information and Media, 17
(2). 219-237.Kim, S. H. (2009).
Design-based research of argumentation supporting tool in Wiki-based computer-supported collaboration learning
. Unpublished doctoral dissertation. Hanyang University, The Graduate School, Seoul, Korea.Kim, T. U., & Um, M. Y. (2006). Gender differences in perceptions and relationships among determinants of user satisfaction in e-learning.
Korean Academic Society of Business Administration, 35
(1), 51-80.Kiousis, S. (2002). Interactivity: A concept explication.
New Media & Society,
4
(3), 355-383.Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers.
Personnel Psychology, 59
(2), 665-702.Kline, P. (1998).
The new psychometrics: Science, psychology and measurement
. London, UK: Routledge.Klopping, I. M., & McKinney, E. (2004). Extending the technology acceptance model and the task-technology fit model to consumer e-commerce.
Information Technology Learning and Performance Journal, 22
(1), 35-48.Korea Education and Research Information Service (KERIS). (2003).
A study on the development of community-based teaching and learning models combined with blended learning approach
. Seoul: KERIS.Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second language learning motivation.
Applied Linguistics, 32
(5), 495-516.Kotler, P., & Gary, M. (2014).
Principles of marketing
(15th ed.). Harlow, UK:Pearson Education.
Krosnick, J. A., & Petty, R. E. (1995).
Attitude strength: Antecedents and consequences
. Mahwah, NJ: Lawrence Erlbaum Associates.Kwak, B. S., & Yoon, K. H. (2008). A Study on the factors associated with user's satisfaction of e－learning: Focused on middle school students in Gyeonggi.
Korean Business Education Association, 14
, 25-53.Laroche, M., Cleveland, M., Bergeron, J., & Goutaland, C. (2003). The knowledge�experience-evaluation relationship: A structural equations modeling test of gender differences.
Canadian Journal of Administrative Sciences, 20
(3), 246-259.Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. D
ecision Support Systems, 29
(3), 269-282.Lee, H. S., Kim, J. H., & Kim, H. S. (2009). The influences of equity perception on consumer emotion and satisfaction: Moderating roles of gender.