How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory

Abstract

Purpose

Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).

Design/methodology/approach

Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.

Findings

The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.

Practical implications

The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.

Originality/value

This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

Citation

Chen, M.C., Chan, T.-W. and Chen, Y.H. (2024), "How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory", Interactive Technology and Smart Education, Vol. 21 No. 1, pp. 131-148. https://doi.org/10.1108/ITSE-06-2022-0076