This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning. Copyright © 2023 Springer.

The study aimed to explore the effectiveness and both teachers' and students' acceptance of using three types of e-learning activities, namely online teaching videos, Internet resources, and digital games, to learn classical Chinese (CC) in the out-of-class context. Thirteen Chinese language teachers and 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after using the e-learning activities. User acceptance of e-learning activities was examined based on the Technology Acceptance Model (TAM). Findings of regression analysis and structural equation modeling generally support the hypothesized TAM, suggesting that students' perception of the e-learning activities would affect their intentional use, and, in turn, their actual use of the e-learning activities. Students' perceived playfulness and teacher encouragement of the e-learning activities were the most critical reasons for them to accept and participate in the activities. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.本研究旨在探討在課外使用三類電子學習活動（包括網上教學短片、互聯網資源及網上遊戲平台）對促進學生學習文言文的成效以及教師和學生對於這些課外電子學習活動的接受程度。研究共有來自5所香港中學的13名教師及551名學生自願參與。比較學生填寫的前、後測問卷結果，學生採用了這些電子學習活動之後，增加了使用文言文的閱讀策略，提高了閱讀文言文的自我效能感和內在動機，以及較以往更經常參與了文言文的自學活動。本研究同時以科技接受模型為理論基礎探討使用者對這些文言文課外電子活動的接受程度，多元迴歸分析及結構方程模型的統計結果支持本研究的假設模型，證明學生對這些電子活動的觀感會影響他們的使用意願，再進而影響他們的實際使用量，在眾多因素之中，學生對電子活動的趣味觀感和教師鼓勵是影響他們接受和參與這些活動最關鍵的因素，本研究的結果對於在學習文言文這傳統學科採用電子學習這種新的學習模式的可行性有重要的啟示。 Copyright © 2021 世界華語文教育學會.