1. A S TUDY OF FACTORS INFLUENCE STUDENTS ’ INTENTION TO ENROLL IN AN ONLINE IELTS COURSE Presented by: Ms. Thanchanok Loviriyanan Assumption University of Thailand COLLEGE OF INTERNET DISTANCE EDUCATION School of e-Learning Science

2. C HAPTER 1 I NTRODUCTION

3. I NTRODUCTION Background of the study The use of IELTS General knowledge of e-Learning S TATEMENT OF P ROBLEM Market opportunity in Thailand IELTS e-Learning agency in Thailand IELTS e-Learning course around the world To study the market potential for IELTS online course To study the factors influence Thai students’ intention to enroll IELTS online course Benefit to IELTS school to consider e-Learning course

4. R ESEARCH Q UESTIONS 1. Which factors influence students’ intention to enroll in an online IELTS course? 2. What is the most influencing factor towards Thai students’ intention to enroll in an online IELTS course? R ESEARCH O BJECTIVES To measure whether (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course To determine the influence of the factors (Attitude, Subjective Norms, and Perceived Behavioral Control) influence Thai students’ intention to enroll in an online IELTS course

5. S IGNIFICANCE OF RESEARCH To understand the factors influences the intention to enroll in IELTS e-Learning program Benefit to institutes where interested to develop IELTS e-Learning program Help IELTS online institutes to design the marketing communication to impact customer requirement.

6. C HAPTER 2 L ITERATURE R EVIEW

7. T HEORETICAL F RAMEWORK Theory of Reasoned Action (TRA) Source: Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, M.A.: Addison-Wesley. Theory of Planned Behavior Attitude Toward Act of Behavior Subject Norm Behavioral Intention Behavior Outcome Beliefs Normative Beliefs Control Beliefs Attitude toward the Behavior Subjective Norm Perceived Behavioral Control Outcome Beliefs Behavior Source: Ajzen, I. (1991); “The Theory of Planned Behavior”. Organizational Behavior and Human Decision Process, 50 (2), pp. 179-211.

8. T HEORETICAL F RAMEWORK Theory of Technology Acceptance Model (TAM) Perceived Usefulness Perceived Ease of Use Behavioral Intention Actual System Use Source: Davis, F. D. (1989). “Technology Acceptance Model”, MIS Quarterly.

9. T HEORETICAL F RAMEWORK Decomposed Theory of Planned Behavior (DTPB) Perceived Usefulness Perceived Ease of Use Compatibility Peer Influence Superior’s Influence Self-Efficacy Resource Facilitating Technology Facilitating Behavior Intention Behavior Attitude Subjective Norm Perceived Behavioral Control Source: Taylor, S., and Todd, P. (1995). Understanding Information Technology Usage: A Test of Competing Models. Information System Research, 6 (2), pp. 146.

10. R ELATED L ITERATURE R EVIEW Attitude has an important direct influence on intention to adopt e-Learning (Ndubisi, 2004). The social facilitation and social comparison the groups are motivator and can provide necessary assistance for using new system (Rita, 2010). Subjective norm included family, friends, expert opinions and the mass media have powerful to make decision in online auction (Huang, Wu, Wang, and Boulanger, 2011). Factors influencing e-Learning adoption intention for Malaysia indicated that self-efficacy, prior computer experience, training, technological facilities, and computer anxiety contribute significantly and predict in perceived behavioral control (Ndubisi, 2004).

11. P REVIOUS S TUDIES Learner characteristics, technology characteristics and perceived risks influenced the intention to enroll an online graduate program (Lee, and Zailani, 2010). The five factors were significant with the attitude towards behavior intention on e-MBA adoption including perceived usefulness, trial usage, retrieval of results, assisting to have good image and feeling of enjoyment (Mahmod et al., 2005). Factors influenced the intention to enroll in e- Learning including usefulness, ease of use, pressure to use e-Learning, and availability of resources needed to use e-Learning (Eke, 2011).

12. P REVIOUS S TUDIES The perceived behavioral control is important intention influencer which included self-efficacy, computing experience, training, access to technological facilities and e-Learning adoption intention (Ndubisi, 2004).

13. C ONCEPTUAL F RAMEWORK Attitude -Perceived Usefulness -Perceived Ease of Use -Perceived Enjoyment Subjective Norms -Social Influence -Media Influence Perceived Behavioral Control -Technology Readiness -Computer and Internet Anxiety -Self-Efficacy Intention to Enroll in IELTS e-Learning program

14. R ESEARCH H YPOTHESES H 0 1: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course. H a 1: Attitude factor influence students’ intention to enroll in IELTS e-Learning course. H 0 2: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course. H a 2: Subjective Norms factor influence students’ intention to enroll in IELTS e-Learning course. H 0 3: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course. H a 3: Perceived Behavioral Control factor influence students’ intention to enroll in IELTS e-Learning course.

15. C ONCEPT AND O PERATION OF V ARIABLES Independent Variables Attitude Perceived Usefulness, Perceived Ease of Use and Perceived Enjoyment Subjective Norms Social Influence and Media Influence Perceived Behavioral Control Technology Readiness, Computer and internet anxiety and Self- efficacy Dependent Variables Students’ intention to enroll in IELTS e-Learning course

16. C HAPTER 3 R ESEARCH M ETHODOLOGY

17. R ESEARCH M ETHODOLOGY Research Design Descriptive Research Method Applied questionnaire to collect data Target Population and Sample Thai students who need IELTS living in Bangkok (unknown number of population) From IELTS tutor schools in Bangkok and some IELTS webboards From the calculation sample size is 385 respondents so the questionnaires were distributed to 400 respondents Sampling Procedure Non-probability sample technique (Convenience sampling method)

18. R ESEARCH M ETHODOLOGY Questionnaire 1. Screening questions 2. Factors influence students’ intention to enroll in IELTS e- Learning program Construct 1: Attitude (perceived usefulness, perceived ease of use and perceived enjoyment) Construct 2: Subjective Norms (social influence and media influence) Construct 3: Perceived Behavioral Control (technology readiness, computer & internet anxiety and self-efficacy 3. Demographics information Using 5-point Likert Scale (strongly agree = 5  strongly disagree =1)

19. R ESEARCH M ETHODOLOGY Data Collection Procedures Primary data from questionnaire survey IELTS Tutor Schools at Siam Square, Bangna and Srinakarin Rd. Education “Thailand International Education Exhibition” during 30 March – 1 April at Royal Paragon Hall and “The Next Step” on 29 March at Thammasat University Online Research at qualtrics.com Distribute through webboard http://www.abactoday.com/webboard/abac-talk/ielts-6589/ http://www.ieltsthai.com/board/webboard.html

20. R ESEARCH M ETHODOLOGY Proposed Data Analysis Methods Using SPSS to analyze the data Descriptive Statistics was applied to explain the respondents’ demographic information and their perceptions on intention to enroll in an IELTS online course. Inferential Statistics which is Multiple Linear Regression was applied for hypothesis testing

21. C HAPTER 4 D ATA A NALYSIS AND R ESULTS

22. H YPOTHESIS T ESTING Independent VariablesBeta Value Perceived Usefulness (PU).194 Perceived Ease Of Use (PEOU).431 Perceived Enjoyment (PE).248 H 0 1: Attitude factor does not influence students’ intention to enroll in IELTS e-Learning course. H 0 2: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course. Independent VariablesBeta Value Social Influence (SI).364 Media Influence (MI).296

23. H YPOTHESIS T ESTING Independent VariablesBeta Value Technology Readiness (TR).132 Computer & Internet Anxiety (CIA).109 Self-Efficacy (SE).695 H 0 3: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e- Learning course. Overall Factors influence students’ intention to enroll in IELTS e-Learning course. Independent VariablesBeta Value Attitude (ATT).465 Subjective Norms (SN).261 Perceived Behavioral Control (PBC).505

24. H YPOTHESIS T ESTING Null HypothesisSignificant Value Beta ValueR2R2 Results H 0 1: Attitude factor does not influence students’ intention to enroll in IELTS e- Learning course. p =.000.465.329 Rejected the null hypothesis H 0 2: Subjective Norms factor does not influence students’ intention to enroll in IELTS e-Learning course. p =.000.261.285 Rejected the null hypothesis H 0 3: Perceived Behavioral Control factor does not influence students’ intention to enroll in IELTS e-Learning course. p =.000.505.451 Rejected the null hypothesis

25. C HAPTER 5 C ONCLUSION AND D ISCUSSION

26. S UMMARY FOR F INDINGS DemographicMajorityNumber of respondent s Percentag e (%) Gender Female21554% Age 18-22 years24461% Education Level Bachelor’s Degree25965% Occupation Student24060% Income 10,000 Baht or lower 18246% Interested to enroll in IELTS course Yes39799.25% Purpose of IELTS study To further education 21754%

27. S UMMARY OF M EANS AND S TANDARD D EVIATION FOR ALL I NDEPENDENT AND D EPENDENT V ARIABLES Mean Std. Deviation Level of Agreement Attitude (A) Perceived Usefulness (PU) 3.520.700Agree Perceived Ease of Use (PEOU) 3.420.734Agree Perceived Enjoyment (PE) 3.220.801Neutral Average Attitudes 3.410.853Agree Subjective Norms (SN) Media Influence (MI) 3.300.965Neutral Social Influence (SI) 3.080.781Neutral Average Subjective Norms 3.150.927Neutral Perceived Behavioral Control (PBC) Self-Efficacy (SE) 3.390.793Neutral Technology Readiness (TR) 3.480.763Agree Computer & Internet Anxiety (CIA) 2.760.961Neutral Average Perceived Behavioral Control (PBC) 3.150.938Neutral Intention to enroll in IELTS e-Learning course 3.370.944Neutral

28. D ISCUSSION OF R ESEARCH F INDINGS The highest influence factor is Perceived Behavioral Control (PBC) with the β value of 0.505. The second influence factor is Attitude (ATT) with the β value of 0.465. The last influence factor is Subjective Norms (SN) with the β value of 0.261. This research result supports research from Ndubishi (2004), which showed that Perceived Behavioral Control (PBC) is one of the important intention influencer of intention to adopt e-Learning MBA

29. D ISCUSSION OF R ESEARCH F INDINGS Perceived Behavioral Control (PCB) Self-Efficacy (SE) Computer & Internet Anxiety (CIA) F=108.614, p=.000, 45.1% of variations Technology Readiness (TR) Key factors are Self-Efficacy (SE) (t=12.505, p=.000) and technology Readiness (TR) (mean = 3.48 at agree level). When students are confident in their computer skills, they will perceive that they will have the ability to study IELTS e- Learning course Supported by Lee et al. (2010) who found that computer self- efficacy is one of the factors influenced the intention to enroll an online graduate program.

30. D ISCUSSION OF R ESEARCH F INDINGS Key factors are Perceived Ease Of Use (t=6.047, p=.000), Perceived Enjoyment (t=4.404, p=.000) and also Perceived Usefulness (PU) (mean=3.52 at agree level). When IELTS e-Learning course is perceived as easy to use and joyful when using, attitude is more favorable. The finding was supported by Mahmod et al. (2005) that feeling of an enjoyment with the program is one of the factors was significant with the attitude towards behavior intention on the e-MBA adoption. Similar result was found by Eke (2011) that Ease Of Use is one of the factors influenced the intention to enroll in e-Learning. Attitude (ATT) Perceived Usefulness (PU) Perceived Ease Of Use (PEOU) F=64.825, p=.000, 32.9% of variations Perceived Enjoyment (PE)

31. D ISCUSSION OF R ESEARCH F INDINGS Key factors are Media Influence (t=5.892, p=.000) and Social Influence (t=5.863, p=.000). The social pressure by people around them and the media can engage students to enroll in IELTS e-Learning course. This research result supported previous research of Huang et al. (2011) that Media Influence (MI) is powerful to make decision in online auction. Also, Rita (2010) stated that social facilitation and social comparison of the groups are motivator and can provide necessary assistance for using new system. Subjective Norms (SN) Social Influence (SI) Media Influence (MI) F=79.122, p=.000, 28.5% of variations

32. A NSWER TO R ESEARCH Q UESTIONS To determine the factors influence students’ intention to enroll in IELTS e-Learning course. Attitude -Perceived Usefulness -Perceived Ease of Use -Perceived Enjoyment Subjective Norms -Social Influence -Media Influence Perceived Behavioral Control -Technology Readiness -Computer and Internet Anxiety -Self-Efficacy

33. A NSWER TO R ESEARCH Q UESTIONS To identify the most influencing factors towards Thai students’ intention to enroll in IELTS e- Learning course. 1. Perceived Behavioral Control (β = 0.505) 2. Attitude (β = 0.465) 3. Subjective Norms (β = 0.261) -Self-Efficacy (SE) -Technology Readiness (TR) -Perceived Ease Of Use (PEOU) -Perceived Enjoyment (PE) -Perceived Usefulness (PU) -Media Influence (MI) -Social Influence (SI)

34. I MPLICATION FOR P RACTICES To improve perceived behavioral control towards IELTS e-Learning course The marketing campaign would emphasize on people’s self-efficacy indicated that students will be comfortable using the IELTS e-Learning system on their own. The institution may provide system check for students to verify that their technology will support the e-Learning system. eg. http://lms.thaicyberu.go.th/OfficialTCU/systemchec k/index.asp (Thai Cyber University, 2012). http://lms.thaicyberu.go.th/OfficialTCU/systemchec k/index.asp The institution may provide a trial period for a week to ensure student’s technology can support their e-Learning.

35. To improve students’ attitude towards IELTS e-Learning course Not let them feel of too academic Using games or virtual classroom design systems User friendly interface design to support ease of use Provide help functions for users support Provide support center in variety of communication i.e. blog, chat, email or telephone. Apply free social media to be one of communication channel. Marketing campaign may emphasize on e- Learning core advantage by learning anywhere at any time to encourage students. I MPLICATION FOR P RACTICES

36. To improve subjective norms towards IELTS e-Learning Course Consider using expert opinions as testimonial interview to influence students’ intention to enroll in IELTS e-Learning course. Which may called imitation campaign for example “To be success same as your idols by learning IELTS online course”. Preparing the media plan in combination with social influence plan in order to promote the course.

37. R ECOMMENDATION FOR F URTHER R ESEARCH Future researches should be conducted continuously to investigate more factors that will influence students’ intention to enroll in IELTS e-Learning course. The potential learners in other provinces should be investigated in further research similarly to potentials in other countries. The future research might include other factors such as institution characteristics i.e. reputation, instructors, system’s security, prior computer experience and etc. To ask respondents to evaluate the most influence media in order to have effective media plan for the IELTS e- Learning course. Follow-up studies, should consider the actual behavioral data using the systems in order to extend the efficiency of the IELTS e-Learning systems.

38. Thank you very much for your attention!