**1. Introduction**

English has become the common language of the world due to trade and politics, which have also promoted the popularity of English usage. The broad usage of English enables a true single market regarding knowledge and ideas [1].

Because Internet technology has become increasingly developed in the twenty-first century, the Internet plays an essential role in our lives. Using the Internet to learn languages is more common than ever before. As Internet technology advances, learning English is not limited to classrooms, and it is more popular to use the Internet to learn English. Through use of the Internet, people can learn English from any location. Instructors can teach English through the Internet instead of traditional teaching methods. E-teaching not only has many advantages and benefits for teaching and learning environments but also provides new directions and new modes of thinking.

#### **1.1. E-learning of English learners in Taiwan**

Training is often divided into preservice training and on-the-job training. Most training currently uses the Internet to achieve learning objectives and focuses on language in one of the involved courses. Over the last decade, online learning or e-learning has become an important part of the education agenda around the world. E-learning is becoming an important factor in higher education [2]. Advances in computing and information technology have changed the modes of learning. The development of information technology has influenced the learning flow and reduced the life cycle of learning material as well as learning activities [3]. Information technology is also dramatically affecting the means by which people teach and learn. IT helps people meet, talk, and work together outside of traditional meeting and office spaces. E-learning is the product of digital technology and turns traditional courses into virtual courses. The concept of an online course is the use of virtual environments to replace a part of physical classrooms [4]. E-learning has enabled universities to expand their current geographical reach, to capitalize on new prospective students and to establish themselves as global educational providers [5].

#### **1.2. Motivation of research**


#### **1.3. Purposes of the study**

This study aimed to address the need for up-to-date knowledge by focusing on the following objectives:

**1.** To apply the theory of reasoned action (TRA) and the technology acceptance model (TAM) to investigate their online learning satisfaction.


Broadly, there are two e-learning modes:


**1. Introduction**

204 Management of Information Systems

and new modes of thinking.

**1.2. Motivation of research**

**1.3. Purposes of the study**

to investigate their online learning satisfaction.

e-training.

objectives:

single market regarding knowledge and ideas [1].

**1.1. E-learning of English learners in Taiwan**

English has become the common language of the world due to trade and politics, which have also promoted the popularity of English usage. The broad usage of English enables a true

Because Internet technology has become increasingly developed in the twenty-first century, the Internet plays an essential role in our lives. Using the Internet to learn languages is more common than ever before. As Internet technology advances, learning English is not limited to classrooms, and it is more popular to use the Internet to learn English. Through use of the Internet, people can learn English from any location. Instructors can teach English through the Internet instead of traditional teaching methods. E-teaching not only has many advantages and benefits for teaching and learning environments but also provides new directions

Training is often divided into preservice training and on-the-job training. Most training currently uses the Internet to achieve learning objectives and focuses on language in one of the involved courses. Over the last decade, online learning or e-learning has become an important part of the education agenda around the world. E-learning is becoming an important factor in higher education [2]. Advances in computing and information technology have changed the modes of learning. The development of information technology has influenced the learning flow and reduced the life cycle of learning material as well as learning activities [3]. Information technology is also dramatically affecting the means by which people teach and learn. IT helps people meet, talk, and work together outside of traditional meeting and office spaces. E-learning is the product of digital technology and turns traditional courses into virtual courses. The concept of an online course is the use of virtual environments to replace a part of physical classrooms [4]. E-learning has enabled universities to expand their current geographical reach, to capitalize on new prospective students and to establish themselves as global educational providers [5].

1. To understand the differences between e-service marketing and language educational

This study aimed to address the need for up-to-date knowledge by focusing on the following

**1.** To apply the theory of reasoned action (TRA) and the technology acceptance model (TAM)

**2.** To understand the differences between on-the-job training and preservice training.

E-learning represents a new generation of electronic teaching methods. By connecting to the network, teachers and learners can experience interactive learning on the Internet. In addition to being a new instruction media, e-learning is a new tool and a completely new learning environment; it also overcomes the limitations of traditional teaching environments.

**Table 1** lists the benefits and drawbacks of traditional classroom learning and e-learning.

Researchers have identified many benefits of e-learning:

Web-based learning has been deemed equivalent to traditional methods regarding learners' knowledge achievements. Of the two studies evaluating learning efficiency, only one provided evidence that more efficient learning occurred through web-based instruction [7].

E-learning is highly accessible, which refers to a user's ability to find what is needed immediately.


**Table 1.** Traditional classroom learning versus e-learning [6].

Internet technologies facilitate the widespread distribution of digital content to many users simultaneously, anytime and anywhere.

Learners have control over the content, learning sequence, pace of learning, time, and media, enabling them to tailor their experience to meet personal learning objectives. E-learning provides a challenging learning environment and individual support to motivate learners and stimulate their curiosity [8].

E-learning provides a challenging learning environment and individual support to motivate learners and stimulate their curiosity [8].

Updating electronic content is easier than updating printed material, and e-learning technologies allow educators to revise their content easily and efficiently. Improved access to educational materials is crucial because learning is often an unplanned experience.

The experience of learning is a personal one, such that an e-learning system that has been effectively designed can inspire learners to engage with the learning content in a more active manner [9].

#### **1.4. Motivation to learn**

According to a study by Gardner and Lambert [10], the success in learning a second language depends on both the motivation and aptitude of the learner. In a later study [11], the same scholars suggested that the motivation to engage in language learning can be subdivided into intrinsic-extrinsic motivation and integrative-instrumental motivation. Relatedly, it should be noted that e-learning has been found to assist in enhancing learner motivation, such that accumulating evidence clearly demonstrates that the value of online communication goes beyond that of merely being a useful teaching tool.

#### **1.5. Self-directed learning and its relationship with learning attitudes**

Learner-centered methods of learning must be psychologically adapted to by those learners who are more used to teacher-centered approaches. In the view of Holec [13], it is counterproductive to teach learners how to implement self-directed learning because that learning itself would then not actually be self-directed. As such, learners must, according to Holec, teach themselves how to learn in a self-directed manner. In other words, while they may receive some support from their teachers or fellow learners, any training of learner should itself be founded on the method of self-directed learning. In this respect, self-direction can be seen as the cornerstone of both learning *how* to learn languages and the actual learning of languages itself.

In the most basic terms, self-directed learning consists of learning in which the learners themselves determine the specific goals, progress, and means of evaluating the learning. The related concept of self-access learning has come to be viewed as synonymous with technology-based learning, and autonomy has come to be seen as particularly critical in the context of computer-assisted language learning.

Self-access resource centers and the notion of learner training are among the key innovations in the field of self-directed language learning. For example, scholars from the Centre de Recherches et d'Applications Pédagogiques en Langue in France have asserted that skills related to self-assessment, self-management, and self-monitoring must be developed by adult learners if they are to effectively engage in self-directed learning. In that view, learner training is seen as something akin to self-access, with such training initiated as a means of supporting self-directed learning [12, 13]. Relatedly, learners who receive computer-based instruction have been found to learn in a more efficient manner and to exhibit higher knowledge retention.

#### **1.6. Research model background**

Internet technologies facilitate the widespread distribution of digital content to many users

Learners have control over the content, learning sequence, pace of learning, time, and media, enabling them to tailor their experience to meet personal learning objectives. E-learning provides a challenging learning environment and individual support to motivate learners and

E-learning provides a challenging learning environment and individual support to motivate

Updating electronic content is easier than updating printed material, and e-learning technologies allow educators to revise their content easily and efficiently. Improved access to

The experience of learning is a personal one, such that an e-learning system that has been effectively designed can inspire learners to engage with the learning content in a more active

According to a study by Gardner and Lambert [10], the success in learning a second language depends on both the motivation and aptitude of the learner. In a later study [11], the same scholars suggested that the motivation to engage in language learning can be subdivided into intrinsic-extrinsic motivation and integrative-instrumental motivation. Relatedly, it should be noted that e-learning has been found to assist in enhancing learner motivation, such that accumulating evidence clearly demonstrates that the value of online communication goes

Learner-centered methods of learning must be psychologically adapted to by those learners who are more used to teacher-centered approaches. In the view of Holec [13], it is counterproductive to teach learners how to implement self-directed learning because that learning itself would then not actually be self-directed. As such, learners must, according to Holec, teach themselves how to learn in a self-directed manner. In other words, while they may receive some support from their teachers or fellow learners, any training of learner should itself be founded on the method of self-directed learning. In this respect, self-direction can be seen as the cornerstone of both learning *how* to learn languages and the actual learning of languages itself. In the most basic terms, self-directed learning consists of learning in which the learners themselves determine the specific goals, progress, and means of evaluating the learning. The related concept of self-access learning has come to be viewed as synonymous with technology-based learning, and autonomy has come to be seen as particularly critical in the context

Self-access resource centers and the notion of learner training are among the key innovations in the field of self-directed language learning. For example, scholars from the Centre

educational materials is crucial because learning is often an unplanned experience.

simultaneously, anytime and anywhere.

learners and stimulate their curiosity [8].

beyond that of merely being a useful teaching tool.

of computer-assisted language learning.

**1.5. Self-directed learning and its relationship with learning attitudes**

stimulate their curiosity [8].

206 Management of Information Systems

manner [9].

**1.4. Motivation to learn**

#### *1.6.1. The theory of reasoned action*

The TRA, which was first proposed by Fishbein and Ajzen [14], is an extensively studied model of intention that has been shown to be effective in explaining and predicting behaviors across a variety of domains. More specifically, as explained by Davis et al. [15, 16], the TRA is a social psychology model that focuses on the factors that determine all consciously intended behaviors [17, 14]. Because the model is a general one, it does not seek to specify whatever beliefs underlie a given behavior. However, in order to apply the TRA model effectively, it is necessary to identify those beliefs that are seen as relevant by the individuals undertaking the behaviors under investigation. In this connection, the method of conducting free response interviews with individuals who represent the population of interest in order to identify five to nine of their relevant beliefs has been suggested by Fishbein and Ajzen [14, 17] and [15, 16]. At the fundamental level, the conceptual framework of the TRA relies upon understanding the various distinctions among attitudes, intentions, beliefs, and behaviors (**Figure 1**).

#### *1.6.2. Technology acceptance model*

The TAM, which was developed and introduced by Davis et al. [15, 16], is essentially an extension of the TRA that has come to be highly influential. Fundamentally, this model addresses the question of how a technology becomes accepted and used by its users. According to the TAM, when a new or unfamiliar technology is introduced to users, they are effectively presented with two specific variables, namely perceived ease of use (PEOU) and perceived usefulness (PU), that are in turn hypothesized to be the key factors in determining whether the technology is accepted by the users [15, 16]. The TRA is used by the TAM as the theoretical basis by which causal associations between these two key factors of PU and PEOU and

**Figure 1.** Theory of reasoned action (TRA) [17].

users' intentions, attitudes, and actual computer adoption behaviors are specified (**Figure 2**). Relatedly, the TAM has a much more discrete focus than the TRA because, in spite of the shared use of the term "technology" in their names, the TAM was actually designed to be applied to computer usage behaviors only [15, 16]. That said, it can, in fact, be applied to various types of technology in general.

How PU affects acceptance:


**Figure 2.** Technology acceptance model (TAM) [15, 16].

How PEOU affects acceptance:

users' intentions, attitudes, and actual computer adoption behaviors are specified (**Figure 2**). Relatedly, the TAM has a much more discrete focus than the TRA because, in spite of the shared use of the term "technology" in their names, the TAM was actually designed to be applied to computer usage behaviors only [15, 16]. That said, it can, in fact, be applied to

**1.** According to the TAM, PU can be defined as the extent to which using a particular technology is seen by a given person as a means of enhancing that person's job performance [15, 16]. In other words, it refers to the user's perception of how valuable the technology will be in to performing various job duties, whether by decreasing the time required to complete a given

**2.** The degree to which people use a given application is dependent on the degree to which

**3.** According to Phillips et al. [18], PU can be defined as "the prospective adopter's subjective probability that applying the new technology from foreign sources will be beneficial to his

**4.** A number of diverse lines of research have demonstrated the theoretical importance of PU

**5.** Davis et al. [15, 16] ascertained that, overall, the correlation of PU with system usage is significantly stronger than that of PEOU, with subsequent regression analysis indicating that PEOU may, in fact, be an antecedent of PU as opposed to being a direct determinant of system usage. In other words, PEOU only affects technology acceptance in an indirect

**6.** The TAM hypothesizes that the acceptance of information technology is predicted by

**7.** The TAM was specifically designed to show the acceptance of information technology among users. The model's primary aim is to provide, by discerning the effects of external variables on internal attitudes, beliefs, and intentions, an explanation of the factors deter-

**8.** The TAM constitutes a useful means of predicting technology-related usage, attitudes, and

satisfaction on the basis of user beliefs and external variables [20].

various types of technology in general.

task or enhancing the user's accuracy.

manner via its effects on PU [19].

mining computer acceptance [15, 16, 18].

**Figure 2.** Technology acceptance model (TAM) [15, 16].

PEOU and PU [19].

they think it will enhance their job performance [15, 16].

personal and/or the adopting company's well-being."

and PEOU as factors determining user behaviors [15, 16].

How PU affects acceptance:

208 Management of Information Systems


#### *1.6.3. Service quality gap model*

The so-called quality revolution that occurred in the 1980s was not limited exclusively to manufacturing; rather, it also influenced various services, organizations, and governmental agencies. The relative importance with which quality management has been viewed since then can thus be easily deduced [21].

The PZB model, which is also known as the service quality gap model, was first proposed by Parasuraman et al. [22]. According to this model, the highest priority of companies with respect to their service outcomes is quality, with quality being directly related to the high expectations of their clients. In this view, the service expectations set by clients are founded upon a company's behavioral decisions or performance [23]. Relatedly, Parasuraman et al. [22] identified 10 criteria that can be used to undertake an evaluation of a service's initial quality, with said quality being defined, essentially, as the difference between the service a customer expected to receive and the service the customer actually received. Those 10 evaluation criteria are (1) understanding (2) reliability (3) responsiveness (4) tangibles (5) courtesy (6) communication (7) competence (8) access (9) credibility, and (10) security. It is noteworthy that these criteria incorporate the five key elements for anticipating, delivering, and measuring the services of a company, namely assurance, empathy, reliability, responsiveness, and tangibility. Relatedly, the SERVQUAL model was developed by applying these criteria and the PZB model, allowing the SERVQUAL model, which is commonly referenced in literature on marketing, to measure the discrepancies between expected and perceived service quality [24]. In fact, usage of both the SERVQUAL and PZB models is currently still widespread in the industry.

The PZB model has five gaps, which are illustrated in **Figure 3**; Bronn [21] also described all five gaps. Notably, respondents with different demographics may have different PU and PEOU due to the five gaps.

In the current study, five factors relating to intangible service quality from the SERVQUAL and PZB models (namely assurance, empathy, reliability, responsiveness, and tangibles) were utilized to establish indicators for PEOU and PU in the TAM. Thereafter, people employed in the electronics industry by companies located at the Hsinchu Science and Industrial Park in Taiwan received a questionnaire designed to measure their PEOU, PU, and behavioral intention to use within the TAM.

**Figure 3.** Service quality gap model (PZB model) [22].
