Learning English on Social Media: A Multi-Theoretical Approach to Exploring Continuance Behavior

Abstract

Given the limited applicability of existing theories and models, this study aims to develop a merged multi-theory model to expand the boundaries of acceptance theories. It is based on the extended post-acceptance model of IS continuance, integrates the uses and gratifications theory, and incorporates self-determination theory to analyze the factors that influence users’ continuous engagement with Instagram for English learning. Data collected from 534 Instagram users were analyzed in relation to the research model using the partial least squares (PLS) approach. The key results indicate that facilitating conditions and the intention to continue usage have a significant influence on users’ actual continued usage behavior. Satisfaction mediated the impacts of extrinsic motivation, intrinsic motivation, information gratification, and post-usage usefulness on usage continuance intention. In conclusion, this study proposes a multi-theoretical framework and provides both academics and practitioners with valuable insights which are highly relevant for understanding social media learning behaviors.

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