An Extended CCtalk Technology Acceptance Model in EFL Education

Numerous scholars are devoted to investigating the technology acceptance model (TAM) and its extensions, but a comprehensive TAM is still under investigation. This study aims to formulate a relatively comprehensive model by including personal investment and identify factors that influence students' adoption of CCtalk-aided English as a foreign language (EFL) courses. This study tests the proposed model based on data collected from 771 participants in China using CCtalk to acquire EFL. Confirmatory factor analysis and exploratory factor analysis are conducted to identify the designed model measurement. Coefficients of determination and path analyses are adopted to access the model fit index and path hypotheses. This study reveals the following results: (1) Perceived ease of use ([beta] = 0.033, P < 0.001) and perceived usefulness ([beta] = 0.04, P < 0.001) of CCtalk-aided EFL courses significantly influence attitudes towards using CCtalk-aided EFL courses; (2) Attitude towards using ([beta] = 0.028, P < 0.001), perceived ease of use([beta] = 0.019, P < 0.01),and personal investment ([beta] = 0.04, P < 0.001) in the use of CCtalk-aided EFL courses significantly influence behavioral intention to use CCtalk-aided EFL courses; (3) Self-efficacy ([beta] = 0.061, P < 0.001), and relevance ([beta] = 0.08, P < 0.001) of CCtalk-aided EFL courses significantly influence perceived ease of use of CCtalk-aided EFL courses; (4) Social influence ([beta] = 0.046, P < 0.001), personal investment ([beta] = 0.074, P < 0.01), relevance ([beta] = 0.069, P < 0.001), and perceived ease of use ([beta] = 0.035, P < 0.001) of CCtalk-aided EFL courses significantly influence the perceived usefulness of CCtalk-based EFL courses. This research may provide enlightenment to the future research of a comprehensive TAM.