2017 IJRSLL – Volume 6 Issue 4
Tohoku University, Japan (email@example.com)
Tohoku University, Japan (firstname.lastname@example.org)
The purpose of this study was to investigate Japanese EFL learners’ intention to continue technology-enhanced out-of-class language learning (OCLL). Concerning the strong mutual relationship between the learners’ motivation and their intention for learning, this study drawing on self-determination theory (SDT), proposed and tested a model of the relationship between the motivation determinants and the learners’ intention toward technology-enhanced OCLL. The research was conducted in an EFL Japanese context of 164 undergraduate students participating in general English classes equipped with technology both inside and outside of the classroom. The findings of the structural equation model indicated the positive effect of motivation determinants (competence, autonomy, and relatedness) on the learners’ intention to continue OCLL, among which perceived competence was the most significant predictor. Additionally, the model examined how the motivation determinants could explain the learners’ actual achievements. The results provided evidence that perceived relatedness could not influence the learners’ OCLL achievements. The findings and implications are discussed.
Keywords: blended learning environments; out-of-class language learning; self-determination theory; web-based e-portfolio; continuance intention