Online presence and technology-enhanced language learning experience: a multivariate relationship of learning aspiration, perceived authenticity and learning engagement

In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students’ cognitive and learning behaviors in the online landscapes. However, how online presence influences students’ technology-enhanced language learning experience through a multivariate relationship is critical to developing multidimensional approaches to understand students’ online learning beyond the classroom. This study surveyed 330 undergraduate students of college English course in a comprehensive research university in Eastern China concerning online presence, learning aspiration, perceived authenticity and learning engagement which are associated with their technology-enhanced language learning experience. Structural equation modeling analyses of the survey responses indicated the significant association between online presence, learning aspiration, perceived authenticity and learning engagement. Specifically, research results supported the major hypothesis of online presence’s influence on learning aspiration and learning engagement, and this effect was found to be mediated by perceived authenticity and learning engagement. In addition, this study found that perceived authenticity significantly influenced learning engagement, and that learning engagement significantly influenced learning aspiration as well. This research extended our understanding of the main effects of online presence and would help inform teacher educators and network administrators for curriculum and technological development purposes.