**3. Results**

This study investigated employees' satisfaction with their use of English e-learning websites in Taiwanese electronics corporations. We conducted a literature review and described the five main themes of service quality (tangibles, reliability, responsiveness, assurance, and empathy) to produce a 20-question survey. Specifically, we used the SPSS to examine whether a significant difference exists between employee satisfaction and the age, gender, education, company location, years of work, and work experience of employees.

#### **3.1. Questionnaire results**

In total, 500 questionnaires were distributed to the employees, and 357 (71.4%) were returned. Seven of these completed questionnaires were invalid; hence, we only examined 350 of them. Several analysis methods were adopted, including frequency and descriptive one-way analysis of variance (ANOVA), to understand the responses to the questionnaires. The results were divided into three parts and are discussed in the following sections.

#### **3.2. Basic information**

aim in doing so was to investigate those Taiwanese electronics corporation employees' perceptions regarding English e-learning educational courses taken during the course of

This study investigated employees' satisfaction with their use of English e-learning websites in Taiwanese electronics corporations. We conducted a literature review and described the five main themes of service quality (tangibles, reliability, responsiveness, assurance, and empathy) to produce a 20-question survey. Specifically, we used the SPSS to examine whether a significant difference exists between employee satisfaction and the age, gender, education,

In total, 500 questionnaires were distributed to the employees, and 357 (71.4%) were returned. Seven of these completed questionnaires were invalid; hence, we only examined 350 of them. Several analysis methods were adopted, including frequency and descriptive one-way analysis of variance (ANOVA), to understand the responses to the questionnaires. The results were

company location, years of work, and work experience of employees.

divided into three parts and are discussed in the following sections.

their employment.

**Figure 5.** The research model.

212 Management of Information Systems

**3.1. Questionnaire results**

**3. Results**

Frequency and descriptive analyses were used to obtain statistics regarding the background of the employees. The age, gender, education, company location, years of work, and work experience of the employees are described as follows (**Table 3**).

Male and female respondents accounted for 72 and 28% of the sample, respectively. The respondents were aged between 20 and 70 years; in total, 46.9% of them were 20–30 years old, 35.7% were 31–40 years old, 12.6% were 41–50 years old, 4% were 51–60 years old, and 0.9% were 61–70 years old. Hence, employees aged 20–30 and 31–40 years made up the majority of the companies that we investigated. The studied companies are located in Northern Taiwan (19.7%), Central Taiwan (45.7%), Southern Taiwan (32.9%), and Eastern Taiwan (1.7%). The respondents also had a range of education levels: 7.7% completed senior high school, 8.6% completed junior college, 44.6% had received a Bachelor's degree, 38% had received a Master's degree, and 1.1% had received a PhD. In addition, 18.9% of respondents had worked for less than 1 year, 35.1% had worked for 1–3 years, 22% had worked for 4–6 years, 11.7% had worked for 7–9 years, and 12.3% had worked for 10 or more years.

#### **3.3. Reliability and content (expert) validity**

Content validity is a subjective test method developed by C. H. Lawshe [25] and is generally used to review items that comprise questionnaires. Specifically, agreement among raters or judges regarding the need to include a particular item in a survey is gaged. Lawshe [25] suggested that the expert subject matter raters on a panel of judges should each reply to the following question with regard to each individual questionnaire item: "Is the skill or knowledge measured by this item 'essential', 'useful but not essential', or 'not necessary' to the performance of the construct?" A given item would then be considered to have at least a degree of content validity if over half of the raters respond that the item is essential (**Table 4**) [25].

In the present study, four relevant experts were consulted and provided advice regarding the selection of the survey content in light of the study's research objectives. These experts' opinions regarding the validity of the measured items were also requested to make certain that the study questionnaire possessed expert validity.


**Table 3.** Respondent demographics.

Alpha coefficients exceeding 0.70 indicate that the measured items have an appropriate internal consistency (**Table 5**) [26].

The analysis results show that PU and behavioral intention for system use have a variation of 37.6%; PU and PEOU for behavioral intention to use have a variation of 32.8%; tangibles, reliability, responsiveness, assurance, and PEOU for PU have a variation of 42.9%; and tangibles, reliability, responsiveness, and assurance for PEOU have a variation of 34.7%.


\*p < 0.05, \*\*p < 0.01, \*\*\*p < 0.001. Note: PU = perceived usefulness; PEOU = perceived ease of use.

**Table 4.** Relationship paths.


**Table 5.** Reliability statistics.


**Table 6.** Relationship between age and tangibles.

Alpha coefficients exceeding 0.70 indicate that the measured items have an appropriate inter-

The analysis results show that PU and behavioral intention for system use have a variation of 37.6%; PU and PEOU for behavioral intention to use have a variation of 32.8%; tangibles, reliability, responsiveness, assurance, and PEOU for PU have a variation of 42.9%; and tangibles, reliability, responsiveness, and assurance for PEOU have a variation of 34.7%.

**Sig. Coefficient of determination**

**(β)**

**Item Cronbach's alpha Number of item**

\*p < 0.05, \*\*p < 0.01, \*\*\*p < 0.001. Note: PU = perceived usefulness; PEOU = perceived ease of use.

Tangibles 0.761 4 Reliability 0.806 4 Responsiveness 0.792 4 Assurance 0.792 4 Empathy 0.793 4 Satisfaction 0.819 4 Total 0.942 24

**Relationship paths Standardized coefficients** 

H13 Behavioral intention to use → System usage 0.285 \*\*\*

H10 PEOU → Behavioral intention to use 0.304 \*\*\*

H2 Reliability → PU 0.133 — H3 Responsiveness → PU 0.051 — H4 Assurance → PU 0.153 \* H9 PEOU → PU 0.310 \*\*\*

H6 Reliability → PEOU 0.200 \*\* H7 Responsiveness → PEOU 0.091 — H8 Assurance → PEOU 0.251 \*\*\*

H12 PU → System usage 0.415 \*\*\* 0.376

H11 PU → Behavioral intention to use 0.341 \*\*\* 0.328

H1 Tangibles → PU 0.142 \*\* 0.429

H5 Tangibles → PEOU 0.170 \*\* 0.347

**Table 5.** Reliability statistics.

**Table 4.** Relationship paths.

nal consistency (**Table 5**) [26].

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**Table 7.** Relationship between age and reliability.


**Table 8.** Relationship between age and responsiveness.


**Table 9.** Relationship between age and assurance.

Management of Educational Needs of Employees in the Electronics Industry Using English… http://dx.doi.org/10.5772/intechopen.79391 217


**Table 10.** Relationship between age and empathy.

#### **3.4. One-way ANOVA**

**Sum of squares**

Within group 267.738 345 .776

Within group 213.764 345 .620

Within group 220.880 345 .640

Within group 214.546 345 .622

Total 272.254 349

Total 225.660 349

Total 241.874 349

Total 233.317 349

**Sum of squares**

Within group 239.852 345 Total 248.357 349

Total 231.569 349

Total 262.769 349

Total 255.429 349

Within group 219.496 345 .636

Within group 250.685 345 .727

Within group 244.046 345 .707

Between group

Between group

Between group

Between group

Between group

Between group

Between group

Between group

The English e-learning website serves clients precisely when English programs are performed.

216 Management of Information Systems

The English e-learning website provides rapid

The English e-learning website is never too busy to respond to requests and provides 24-h service.

The English e-learning website is always willing

**Table 8.** Relationship between age and responsiveness.

The English e-learning website has specific knowledge to answer employees' questions.

The English e-learning website is consistently

The behavior of the English e-learning website instills confidence in employees.(functioning)

Employees feel safe when interacting with a remarkable English e-learning website.

**Table 9.** Relationship between age and assurance.

service.

to help.

courteous.

**df Mean square**

4.516 4 1.129 1.455 .216

11.896 4 2.974 4.800 .001

20.995 4 5.249 8.198 .000

18.771 4 4.693 7.546 .000

**df Mean square**

.695

12.072 4 3.018 4.744 .001

12.083 4 3.021 4.157 .003

11.382 4 2.846 4.023 .003

8.505 4 2.126

**F Sig.**

**F Sig.**

3.059 .017

We used a one-way ANOVA to determine the relationship between the questionnaire items and the demographic characteristics of the employees. The questionnaire comprised 24 questions regarding tangibles, reliability, responsiveness, assurance, empathy, and satisfaction, and each item had 4 questions. The results of our analysis are detailed in **Tables 6**–**10**.

#### **3.5. Conclusion**

The following key findings were indicated by the data collected:


In this study, research hypotheses were derived and tested by examining past studies and results from the statistical analysis of empirical data. The primary focus of the study is the learning satisfaction of students in digital technical English courses, and the antecedent variable in this case is service quality. The study examined English e-learning educational training courses to determine whether English e-learning websites provide customer satisfaction. In contrast to most tangible learning approaches, learners who participate in digital learning come from a more diverse range of backgrounds. The employees of a technology company can receive training via professional digital courses and achieve customer satisfaction through digitized learning.

This study verified the relevance of the technology acceptance and PZB models to digital learning research. When digital learners perceived that the digital learning system did not require time and effort to understand, and was also easy to master and use, they started to feel that the use of the system could help them to gain the knowledge that they were seeking and to believe that the system was useful. When users perceived that the digital learning system was useful, they started to adopt a positive attitude toward the system, which led to a willingness among users to continue using the system. When digital learners perceived that the digital learning system was easy to use, they started to adopt a more positive attitude toward the system, which led to a willingness among learners to continue using the system. Overall, the attitude of users with respect to the use of the digital learning system was influenced by their subjective perceptions of the system. This study did not uncover any significant relationship between reliability and perceived usefulness, or between responsiveness and perceived ease of use and perceived usefulness. The study proposes the prioritization of a simple and clear design during the planning stage of the digital learning system [28]. This should cover the design of the interface and the provision of clear instructions to users in order to increase the system's ease of use. As discussed above, company employees who participate in digital learning have to develop solutions that take into account the customer's point of view. These employees need to respond to the demands of customers enthusiastically. Through the digital learning interface, employees can interact with customers and guide them on the use of the interface, thus making it easier for these customers to familiarize themselves with the interface. Through these two approaches, the implementation of professional English education and training courses can be further improved [29].
