Undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning: Combining language learning motivation with technology acceptance model

Abstract Studies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on adoption English-medium formal learning; while use indigenous Chinese informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention for learning. It was conducted verify a hypothesized mediation model with five factors, which were based technology acceptance and motivation. Structural equation modeling employed data from 834 undergraduates at university. The findings revealed adopt positively impacted perceived usefulness, enjoyment, intrinsic motivation learning, rather than ease use. Perceived usefulness acted as mediator between enjoyment tools, mediated relationship utilize tools. Two mediators (perceived usefulness) together Implications discussed when integrating into