東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Using Ajzen's theory to examine beli...

Alhamami, Munassir.

FindBook

Google Book

Amazon

博客來

Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons./
作者:	Alhamami, Munassir.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	322 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10295856
ISBN:	9781369390513

Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons.
Alhamami, Munassir.

Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 322 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2016.

This mixed-methods dissertation investigated the theory of planned behavior (TPB) in English as a foreign language (EFL) learning in face-to-face and online lessons using treatments, questionnaires and interviews. The participants were divided into face-to-face (n = 692) and online ( n = 296) groups. The results of direct measures for TPB showed that attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC) significantly predicted students' intentions; however, intention did not significantly predict test scores. The AB construct was the most important predictor of intention in both the face-to-face and online groups, followed by PBC and SN, respectively. Most TPB indirect measures in both groups significantly correlated with the direct measures. The biographical information collected from both groups showed no significant differences between the levels of each biographical category. The qualitative results showed that the face-to-face group exhibited 42 beliefs about EFL lessons, and the online group exhibited 34 beliefs. A comparison of the quantitative and qualitative data showed agreement to some extent between both types of data. The disagreement was related to the importance of the constructs: The quantitative data emphasized the AB construct whereas the qualitative data emphasized the importance of the PBC construct in both groups. The results suggested the usefulness of TPB to investigating EFL students' beliefs and the importance of learners' beliefs in their intention to attend face-to-face or online EFL lessons regularly. In addition, the results indicated the importance and usefulness of mixing quantitative and qualitative data to understand EFL students' beliefs. Finally, endless thanks go to my friends, relatives and colleagues at KKU for their help, support and encouragement to finish my study.

ISBN: 9781369390513Subjects--Topical Terms:

516208
English as a second language.

Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons.
LDR:02817nmm a2200301 4500 001 2119821
005 20170622092919.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369390513
035 $a (MiAaPQ)AAI10295856
035 $a AAI10295856
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alhamami, Munassir. $3 3281714
245 1 0 $a Using Ajzen's theory to examine beliefs in EFL face-to-face and online lessons.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 322 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: James Dean Brown.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2016.
520 $a This mixed-methods dissertation investigated the theory of planned behavior (TPB) in English as a foreign language (EFL) learning in face-to-face and online lessons using treatments, questionnaires and interviews. The participants were divided into face-to-face (n = 692) and online ( n = 296) groups. The results of direct measures for TPB showed that attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC) significantly predicted students' intentions; however, intention did not significantly predict test scores. The AB construct was the most important predictor of intention in both the face-to-face and online groups, followed by PBC and SN, respectively. Most TPB indirect measures in both groups significantly correlated with the direct measures. The biographical information collected from both groups showed no significant differences between the levels of each biographical category. The qualitative results showed that the face-to-face group exhibited 42 beliefs about EFL lessons, and the online group exhibited 34 beliefs. A comparison of the quantitative and qualitative data showed agreement to some extent between both types of data. The disagreement was related to the importance of the constructs: The quantitative data emphasized the AB construct whereas the qualitative data emphasized the importance of the PBC construct in both groups. The results suggested the usefulness of TPB to investigating EFL students' beliefs and the importance of learners' beliefs in their intention to attend face-to-face or online EFL lessons regularly. In addition, the results indicated the importance and usefulness of mixing quantitative and qualitative data to understand EFL students' beliefs. Finally, endless thanks go to my friends, relatives and colleagues at KKU for their help, support and encouragement to finish my study.
590 $a School code: 0085.
650 4 $a English as a second language. $3 516208
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language education. $3 3172512
690 $a 0441
690 $a 0710
690 $a 0444
710 2 $a University of Hawai'i at Manoa. $b Languages, Linguistics and Literature. $3 3281715
773 0 $t Dissertation Abstracts International $g 78-04A(E).
790 $a 0085
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10295856