Differences in Satisfaction and Continuous Usage Intention of Chinese Language Learning Applications among Thai Undergraduate Students
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Abstract
This study aimed to explore the differences in satisfaction and continuance intention of Thai undergraduates using Chinese learning applications across different academic levels and disciplinary fields, seeking to provide insights into how these differences can affect the effectiveness of Chinese language learning; and to offer practical suggestions for improving the applications, ultimately enhancing the learning experience and outcomes for students. The study adopted a quantitative research approach, collecting data through online surveys from Chinese language learners in five universities in Thailand[1], including both Chinese majors and students with other majors, with a diverse sample of 455 subjects covering a wide range of disciplinary fields and grade levels, with the data subsequently analyzed using SPSS and AMOS. Descriptive statistics, independent-samples t-test, and one-way ANOVA with post hoc analysis were used to analyze the data, ensuring a comprehensive understanding of the differences in satisfaction and continuance intention. The results revealed significant differences between Chinese majors and those with other majors, with the latter reporting higher satisfaction and continuance intention, and a clear downward trend from freshmen to seniors, indicating decreasing satisfaction and intention with academic progression. The study concludes that disciplinary field and grade level significantly impact students’ satisfaction and continuance intention regarding Chinese learning applications, highlighting the need to tailor application content and features to meet the specific requirements of different learner groups, enhancing application effectiveness and improving learning outcomes for Thai undergraduates.
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