Lunghwa University of Science and Technology, Department of Applied Foreign Language, Taoyuan, Taiwan, ROC

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Abstract—Higher education institutions are continuously seeking new and functional technologies to enhance productivity and to effectively reconstruct the curriculums in order to meet the needs and expectations of diverse students. Among them, creating a virtual environment for students to conduct e-Learning is a growing tendency. With recent emphasis on developing English for Occupational Purposes (EOP) competencies of students in mind, this study is focused on combining both technology and curriculum design to achieve this goal. A virtual reality (VR) learning environment is created to enhance student learning experience. A total of 154 English major students participated in the study. A survey was administered to collect the students’ perception towards the courseware after 3 months of usage. Results suggest that students are indeed affected by their self-efficacy and technological acceptance. Further implications are also provided for future studies.

Index Terms—virtual reality, experiential learning scenario, technology acceptance model, self-efficacy in online learning environment, English for Specific Purposes

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Cite: Yu-Li Chen, "A Study on Student Self-efficacy and Technology Acceptance Model within an Online Task-based Learning Environment," Journal of Computers vol. 9, no. 1, pp. 34-43, 2014.