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An investigation into the determinants of blended leaning satisfaction from EFL learners' perspective

机译：efl学习者视角下混合学习满足的决定因素调查

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摘要

Purpose - The purpose of this paper is to investigate factors influencing English as foreign language (EFL) learners' satisfaction using learning management systems (LMS) in blended learning. Design/methodology/approach - This study conducted a survey method among 164 intermediate EFL learners of Safir Language Academy in Iran. Survey data were analyzed using the partial least squares (PLS) method, while Smart PLS was used to test the hypotheses and to validate the proposed model. Findings - The results indicated that teaching presence, cognitive presence, information quality and system quality affect satisfaction of blended learning. However, there is not a significant relationship between social presence and learners' satisfaction in blended learning using LMS. Research limitations/implications - This study proposes a comprehensive model which has been developed using the indicators of community of inquiry model, system quality and information quality to contribute to our understanding of key factors impacting EFL learners' satisfaction. Originality/value - The outcome will help academic institutions to provide effective English-medium instruction for the enhancement of EFL learners' satisfaction and a basis for factors influencing EFL learners' satisfaction in blended learning.
机译：目的 - 本文的目的是调查影响英语作为外语（EFL）学习者使用学习管理系统（LMS）在混合学习中的因素。设计/方法/方法 - 本研究在伊朗Safir语言学院的164个中级EFL学习者中进行了调查方法。使用部分最小二乘（PLS）方法进行调查数据，而智能PLS用于测试假设并验证所提出的模型。调查结果 - 结果表明，教学存在，认知存在，信息质量和系统质量影响混合学习的满足感。但是，使用LMS的混合学习与学习者的满意度没有重要的关系。研究限制/含义 - 本研究提出了一种综合模型，该综合模型是利用查询模型，系统质量和信息质量的指标开发的，为我们对影响EFL学习者的满意度的关键因素做出贡献。原创性/价值 - 结果将有助于学术机构为改善EFL学习者的满意度提供有效的英语中型教学，以及影响EFL学习者在混合学习中满意的因素的基础。

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