EFL classroom settings: Behavioral intention of using screen-based 360-degree video in learning English language

The screen-based 360-degree video offers significant benefits for English as a Foreign Language (EFL) education. However, the current literature lacks empirical investigation into the behavioral intention (BI) of EFL learners to use screen-based 360-degree video, regarding the influences of performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC). This study quantitatively examined the factors affecting EFL learners' behavioral intention to use screen-based 360-degree video by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A cross-sectional survey was administered to 530 university and polytechnic students who experienced screen-based 360-degree video content via smartphones. The model assessed the predictive power of four constructs, PE, EE, SI, and FC, on learners' BI to engage with screen-based 360-degree video for English learning. The results revealed that PE was the strongest predictor of behavioral intention, suggesting that learners' motivation to use screen-based 360-degree video is primarily shaped by its perceived usefulness in improving language proficiency and learning efficiency. PE was also significantly predicted by EE, SI, and FC, suggesting that while these constructs do not directly influence BI, they play crucial supporting roles through their impact on learners' performance beliefs. The model exhibited good fit (CFI = .984, TLI = .978, RMSEA = .056), reinforcing the validity of the proposed theoretical structure. While this study is purely quantitative, future research should employ mixed-methods approaches, such as interviews, to capture learners’ subjective experiences and provide deeper insights into how screen-based 360-degree video supports specific EFL skills such as listening and speaking.