Attitude as a mediator between UTAUT2 factors and ESL undergraduates’ behavioural intention towards blended learning

Abstract

Blended learning is widely implemented in English language education, but factors affecting ESL learners’ attitude and behavioural intention towards blended learning remain insufficiently examined. Most studies focus on effectiveness rather than learner acceptance. This study integrates attitude from the Technology Acceptance Model (TAM) into the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) to examine the direct effects of seven factors on attitude and the mediating role of attitude between these factors and behavioural intention. A cross-sectional survey was administered to undergraduate ESL learners enrolled in English proficiency courses at Malaysian public universities across all regions, using stratified random sampling to ensure national representativeness. Overall, 524 valid responses were analysed using confirmatory factor analysis (CFA) and structural equation modelling (SEM). Effort expectancy, hedonic motivation, price value, and habit significantly affected attitude. However, performance expectancy, social influence, and facilitating conditions had no significant effect on attitude. Moreover, attitude significantly affected behavioural intention. Lastly, attitude fully mediated the effects of effort expectancy, hedonic motivation, and price value on behavioural intention, and partially mediated the effect of habit on behavioural intention. The UTAUT2 for Blended English Language Learning (UTAUT2-BLE) model was proposed to help ESL educators design blended English language courses that effectively address learners’ needs.