Using the theory of planned behavior and the role of social image to understand mobile English learning check-in behavior

As the number of mobile educational applications for foreign language learning grows, mobile English learning applications play a vital role in helping non-native English speakers learn English. However, the role of check-in services in mobile English learning remains to be explored. Mobile English learning check-in services allow learners to show their learning records on social networking sites, which is beneficial to improving users' actual engagement in English learning applications. The present study established a hypothetical model based on the theory of planned behavior, explaining the relationships between individuals’ attitudes, subjective norms, perceived behavioral control, social image, and the intention to use mobile English learning check-in services, as well as the association between the intention and actual check-in behavior. This study adopted an approach of covariance-based structural equation modeling to analyze the self-report data of 676 mobile English learners. Our results showed that attitude and perceived behavioral control were positively related to the intention to use mobile English learning check-in services, and social image mediated the relationship between subjective norms and intention. In turn, the intention was positively correlated with the frequency and the duration of use. These findings can help mobile learners develop good learning habits and provide useful suggestions for web-based course designers.