E-Learner Characteristics and E-Learner Satisfaction: A Study of Taiwanese EFL University Students

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics. DOI: 10.4018/ijcallt.2012040101 2 International Journal of Computer-Assisted Language Learning and Teaching, 2(2), 1-15, April-June 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 2003), instructor characteristics (Hong, 2002), technology factor (Arbaugh & Duray, 2002), and features of web-based courses (Arbaugh, 2000); however, most of these studies have been conducted outside the second language/foreign language (SL/FL) context. The present study, conducted in an EFL e-learning environment, focused on e-learner characteristics, including computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation, and goal orientation, and deeply explored their relations to e-learner satisfaction.