[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595974-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595974-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","effects-of-japanese-university-students-characteristics-on-the-use-of-an-online-english-course-and-toeic-scores","Effects of Japanese University Students’Characteristics on the Use of an Online English Course and TOEIC Scores","","The study examines how Japanese EFL university students’ characteristics shape their real use of an online English course and whether that use improves English abilities measured through TOEIC scores. Surveying 130 students, it assesses attitudes toward computer-assisted language learning (CALL) and technology in out-of-class situations. Results show limited confidence and low active use outside class, while cluster analysis indicates that time spent and positive CALL evaluations do not reliably predict development in English abilities. The findings emphasize careful consideration of individual differences when adopting online English courses in higher education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-japanese-university-students-characteristics-on-the-use-of-an-online-english-course-and-toeic-scores/595974/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-japanese-university-students-characteristics-on-the-use-of-an-online-english-course-and-toeic-scores/595974.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How did the study investigate students’ use of an online English course?","Question",{"text":62,"@type":63},"It surveyed 130 Japanese university students to self-evaluate their attitudes toward CALL and technology use in out-of-class situations, then analyzed patterns of individual differences.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What did the results suggest about students’ confidence and behavior outside the classroom?",{"text":67,"@type":63},"Most students were not confident in using the technology and did not use it actively outside the classroom.",{"name":69,"@type":60,"acceptedAnswer":70},"Did students’ time on the course and their CALL evaluations predict English development?",{"text":71,"@type":63},"No. Cluster analysis showed that actual time spent and high evaluations of CALL effectiveness did not necessarily predict development of English abilities.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595974,1792696927,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","calico journal (online) issn 2056–9017  \nArticle  \nEffects of Japanese University Students’Characteristics on the Use of an Online English Course and TOEIC Scores  \nShinya Ozawa  \nAbstract  \nThe effective use of Information and Communication Technology (ICT) can have positive effects on the development of learners’ English abilities. To what degree it is effective is partly determined by learners’ characteristics in ICT use. However, these characteristics have not yet been sufficiently discussed in Japan. This study, then, explored how the characteristics of Japanese EFL university students related to their actual use of an online English course and whether it led to the development of their English abilities. In the survey, 130 Japanese university students were asked to self-evaluate their attitudes toward computer-assisted language learning (CALL) and the use of technology in anout-of-classroom situation. As a result, it became clear that most of the students were not confident in using the technology and did not use it actively outside the classroom. Cluster analysis was employed with a focus on individual differences, revealing that the time students actually spent on the course and their high evaluations ofthe effectiveness of CALL did not necessarily predict development of English abilities. It was suggested that individual differences should be carefully considered in adopting online English courses effectively in higher education institutions.  \nKeywords:ICT, CALL, self-regulated learning, out-of-class online language learning, EFL, individual differences  \nAffiliation  \nHiroshima Shudo University, Japan. [email: ozawa@shudo-u.ac.jp](email: ozawa@shudo-u.ac.jp)  \ncalico journal vol 36.3 2019 225–239 ©2019, equinox publishing  \n[https://doi.org/10.1558/cj.36748](https://doi.org/10.1558/cj.36748)  \n226 Effects of student characteristics  \nIntroduction  \nWith advancements in ICT, online learning has been introduced to many higher education institutions. Seaman, Allen, and Seaman (2018), for instance, collected data from all the higher education institutions in the United States and pointed out that 31.6% of the students took some or all of their courses online in 2016. By synthesizing the research literature on online learning, the U.S. Department of Education (2010) found that learning outcomes in online learning were “modestly”(p. 51) better than those during face-to-face conditions. However, no other systematic reviews have been conducted recently and the evidence of the effectiveness of online learning should be updated. In contrast, in Japan, where English is taught as EFL, only 15.6% of institutions adopted online courses in 2015 (AXIES, 2016; AXIES is the university consortium promoting the use of ICT in Japan). Surprisingly, 53.4% of the institutions responded that they did not measure the effectiveness of ICT. Therefore, it is crucial to investigate how effective the use of ICT may be in language classrooms in higher education. In this investigation, learners’ characteristics, which have not yet been fully discussed, must be considered because they have been hypothesized to influence learners’ actual use of ICT (Davis, Bagozzi, & Warshaw, 1989). This article attempted to explore to what extent first-year Japanese English-major university students developed their English abilities when studying in an online English course. Specifically, it investigated how learners’ characteristics led to their actual use of an online English course and the development of their English abilities. The participants in this study did not have any experiences of learning English online and it is hoped that the result of this study has some implications for the other language learners who are new to this technology.  \nFactors Predicting Learners’ Actual Use of ICT in the Language Classroom  \nWhen ICT has become accessible in the language classroom, teachers have been more interested in measuring its effectiveness on learning outcomes. ","cbCaifn1MAdMhph6","https://ap.wps.com/l/cbCaifn1MAdMhph6","pdf",407790,15,"English","# Introduction\n## Factors Predicting Learners’ Actual Use of ICT in the Language Classroom","[{\"question\":\"How did the study investigate students’ use of an online English course?\",\"answer\":\"It surveyed 130 Japanese university students to self-evaluate their attitudes toward CALL and technology use in out-of-class situations, then analyzed patterns of individual differences.\"},{\"question\":\"What did the results suggest about students’ confidence and behavior outside the classroom?\",\"answer\":\"Most students were not confident in using the technology and did not use it actively outside the classroom.\"},{\"question\":\"Did students’ time on the course and their CALL evaluations predict English development?\",\"answer\":\"No. Cluster analysis showed that actual time spent and high evaluations of CALL effectiveness did not necessarily predict development of English abilities.\"}]","Effects of Japanese University Students’Characteristics on the Use of an Online English Course and TOEIC Scores | PDF",1792082216,38]