Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education

Shuhua Hou, Xianhe Liu, Xiaoqing Shen, Chenyun Zhang, Dali Liu, Yang Wu

Open source

DOI: 10.3389/fpsyg.2026.1772129
Published: 2026-02-19
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1772129,
  title = {Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education},
  author = {Shuhua Hou and Xianhe Liu and Xiaoqing Shen and Chenyun Zhang and Dali Liu and Yang Wu},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1772129},
  url = {https://doi.org/10.3389/fpsyg.2026.1772129}
}

RIS

TY  - JOUR
TI  - Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education
AU  - Shuhua Hou
AU  - Xianhe Liu
AU  - Xiaoqing Shen
AU  - Chenyun Zhang
AU  - Dali Liu
AU  - Yang Wu
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1772129
UR  - https://doi.org/10.3389/fpsyg.2026.1772129
ER  -

APA

Hou, S., Liu, X., Shen, X., Zhang, C., Liu, D., & Wu, Y. (2026). Does English proficiency matter? Testing its moderating role in the TAM for AI-enhanced MOOC adoption in vocational education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1772129

Source records

crossref · retrieved 2026-09-25T06:24:34.896Z