1. Introduction

This paper introduces the extensive application of hybrid teaching and digital resources, especially the popularity of live teaching during the COVID-19 epidemic. It was pointed out that live streaming teaching remains an important teaching method after the epidemic, but the effective use of technology by learners is the key to teaching effectiveness. The importance of studying the acceptance of live teaching platforms from the perspective of learners was emphasized, and it was proposed that this study will explore the acceptance of live teaching platforms by college English learners and its influencing factors based on the TAM model.

2. Literature review

In depth exploration of the application of the Technology Acceptance Model (TAM) in the field of education, particularly its effectiveness in explaining language teaching technology usage behavior. TAM is based on the theory of rational behavior, proposed by Davis in 1986, and has gone through three stages of development, including TAM, TAM 2, and TAM 3. The research is mainly based on TAM, as some variables in TAM 2 and TAM 3 are not closely related to language teaching. TAM includes core variables, outcome variables, and external variables, which have direct or indirect interactions with each other. In the field of education, TAM has been used to analyze the use of various technologies such as technology assisted learning, automatic feedback systems for English writing, and machine translation systems, demonstrating its powerful explanatory power.

3. Research Design

Elaborated on the research design, including research questions, subjects, tools, and methods. The research focuses on the acceptance and gender differences of college English learners towards live streaming teaching platforms, as well as the relationship between network self-efficacy, perceived ease of use, perceived usefulness, usage attitude, and usage intention. The research subjects are 800 freshmen and sophomores from multiple universities in South China, Central China, and North China, covering both English and non English majors. The research tool is a questionnaire, including personal information and acceptance surveys, using the Likert 5-point scale, covering dimensions such as network self-efficacy, perceived ease of use, perceived usefulness, usage attitude, and usage intention. The reliability and validity of the questionnaire have been tested, and the structural validity is good. Data analysis was conducted using SPSS 26.0 for descriptive statistics, independent sample t-test, Pearson correlation test, stepwise regression test, and mediation pathway effect test.

4. Results and Analysis

Through descriptive statistical analysis of college English learners' acceptance of live teaching platforms, it was found that network self-efficacy, perceived ease of use, perceived usefulness, usage attitude, and usage intention are all at a high level, and there are significant individual differences. Gender difference analysis shows that girls have slightly higher mean values than boys on most variables, but there is no significant difference. Correlation analysis and regression analysis indicate a significant positive correlation between these variables, with a high correlation between usage attitude and usage intention. Perceived ease of use and perceived usefulness are also highly correlated with usage attitude and usage intention. Stepwise regression analysis found that network self-efficacy, perceived ease of use, perceived usefulness, and usage attitude all have varying degrees of positive predictive effects on usage intention. The mediation path analysis reveals the multiple mediating effects of perceived ease of use, perceived usefulness, and usage attitude on the relationship between network self-efficacy and usage intention, with perceived usefulness and usage attitude having the strongest mediating effect. Overall, core variables play varying degrees of mediating roles in external and outcome variables.

5. Discussion

We conducted an in-depth discussion on the acceptance of live streaming teaching platforms among college English learners and found that the overall acceptance is relatively high, but there are individual differences. Participants generally believe that live teaching platforms have flexibility and controllability in terms of time and location, but have different opinions on authenticity, interactivity, and operational anxiety. Teachers should provide technical support, enhance interactivity, and improve perceived ease of use and usefulness. Platform developers should design user-friendly and highly interactive platforms. The study did not find any gender differences, which may be related to the usage environment and variables. There is a significant positive correlation between network self-efficacy, perceived ease of use, perceived usefulness, usage attitude, and usage intention. The predictive effect of usage attitude on usage intention is most significant. Perceived ease of use, perceived usefulness, and usage attitude mediate the relationship between network self-efficacy and usage intention. Perceived usefulness is a decisive factor affecting the acceptance of technology. Age and platform functional diversity may also affect acceptance.

6. Conclusion

Summarizing the research findings based on the Technology Acceptance Model (TAM), it is pointed out that Chinese university English learners have a high acceptance of live streaming teaching platforms, and there is no significant gender difference. The study revealed a positive correlation between network self-efficacy, perceived ease of use, perceived usefulness, usage attitude, and usage intention, as well as the direct and indirect effects of external variables on receptivity. The research results provide a specific path for improving platform acceptance, which has implications for teachers and developers. At the same time, it is pointed out that the limitations of the study, such as not examining actual usage behavior, and future research may consider the influence of other external variables.