The evolution of the Internet diminishes learning’s limits on time and location and attracts more and more students to learning websites or online learning environments to pursue their chosen studies. The purpose of this study is to explore Taiwanese college students’ needs for English E-learning websites. Accordingly, this paper uses the unified theory of acceptance and use of technology to investigate and explain Taiwanese college students’ acceptance of English E-learning websites. After analysis, the results demonstrate that performance expectations, effort expectancy, and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. Overall, if students believe that English E-learning websites can help them increase their performance and that they are easy to use, there is an increase in their intention to use them. This suggests that web designers should improve knowledge management functions and improve user interfaces to be easier to operate.

The present study utilized the Technology Acceptance Model (TAM 3) to explore the learning attitudes of college students with respect to English e-tutoring websites, an approach that has rarely been employed from the perspective of information technology and the global e-digital market. More specifically, the study used college students’ assessments of self-paced business English e-learning websites to investigate the adoption of those sites. Using simple linear regression analysis, the research explored the question of whether engagement in e-learning was able to enhance the students’ willingness to learn. The results of the analysis indicated that the majority of English e-tutoring users felt that online sources for learning English offer greater convenience and are more effective than noninternet resources. This finding suggests, in turn, that the web designers of business English e-learning websites could maintain and enhance the loyalty of site users by taking care to ensure the quality of the sites’ content. In particular, the knowledge management functions and interface requirements of student users should be adequately addressed by web designers so that the students can operate the websites more easily in the course of the learning process.

This paper discusses an English evaluation and teaching system consisting of several parts. The first part is a database comprising numerous subdatabases, which store login data and various levels of test questions of different levels. The second part is an arithmetic processing unit with a login module that produces a login interface to receive users’ accounts and passwords. The login module is electronically connected to the database system so that the module can verify the input accounts and passwords with the login data stored in the database. The unit also randomly selects questions from different levels to form evaluation sets and generates an evaluation interface. In addition, the device features an input unit for inputting instructions and a display unit to display interfaces during use. Knowledge innovation and management accelerates with the prevalence of online assessment and learning because it has no difficulties in breaking through the limits of both space and time. Previous studies developing English evaluation and teaching device systems have rarely been researched from the dual perspective of developing the information technology system and learning and teaching language. Utilising the technology acceptance model as our fundamental theory to design the use of learning system is a must for the English e-learners.

Currently, the speed of knowledge innovation is accelerating with the prevalence of online learning, which penetrates the limits of both time and space. To date, studies examining English e-learning websites have rarely been conducted from the point of view of both the technology acceptance model (TAM) and information technology. In this research, we use the TAM as our basic theory to research the use of English e-learning websites. We find that (1) most English learners think that using the Internet to learn English is more convenient than using traditional methods; and (2) that most adult English learners think that using the Internet to learn English is more helpful than using traditional methods.

The present study investigates the current status of aesthetic education as implemented in information technology by preschool teachers in New Taipei City. To that end, stratified random sampling of preschool teachers in New Taipei City was conducted, and the selected teachers, 235 in total, then answered a questionnaire developed specifically for the study. The survey results indicated that “teacher” was the job title/position of most of the respondents, the largest percentage of whom were more than 41 years of age and had an education level consisting of a qualification received from a teacher’s college or university of education. Moreover, the results indicated that the teaching models employed by the majority of respondents focused on “thematic teaching.” In regards to their integration of information technology in their teaching of aesthetic education, the survey results indicated that the teachers obtained the highest average score for the “knowledge of information technology” dimension. Meanwhile, the dimension for which the respondents obtained the highest average score in terms of aesthetic teaching itself was the dimension pertaining to aesthetic cognition. Generally speaking, survey respondents from different backgrounds did not differ significantly in terms of their overall intentions regarding the use of aesthetic teaching, but there was a significant and positive relationship between those overall intentions and the current status of information technology integration into aesthetic education.