Introduction

 1 Research Background

 2 Statement of the Problem

 3 Purpose of the Study

 4 Conceptual Framework

 5 Organization of the Dissertation

Chapter One Literature Review

 Introduction

 1.1 Online Language Learning

1.1.1 Online Education

1.1.2 Research Status of Online Language Learning

1.1.3 Foreign Language Learning

 1.2 Benefits of Online Education

1.2.1 Organizational Framework of Online Learning Community

1.2.2 Sense of Community

 1.3 Learners' Continuance Intention Toward Online Education"

1.3.1 TAM

1.3.2 ECM

 1.4 Interaction in Distance Education

1.4.1 Definition

1.4.2 Instructional Interaction

1.4.3 System Interactivity

 1.5 Equivalence Theory

1.5.1 Online Interactions with Learners

1.5.2 Equivalence Theory

 1.6 Interaction Hypothesis (IH)

1.6.1 VersionsoflH

1.6.2 Deficiencies of IH

 1.7 Socio-cultural Theory

1.7.1 ZPD

1.7.2 Mediation

1.7.3 Language, as a Symbolic Tool for Mediation

 1.8 Scaffolding

1.8.1 Metaphor and Definition

1.8.2 Features and Functions of Scaffolding

1.8.3 Design of Scaffolding in Online Education

 Summary

Chapter Two Research Model and Hypotheses

 Introduction

 2.1 Interaction in Online Language Learning

2.1.1 Interactivity and Scaffolding

2.1.2 Scaffolding Sources Versus Preconditions

2.1.3 Scaffolding Features and Dimensions

2.1.4 Scaffolding Dimensions and Scaffolding Types

 2.2 Online Interaction and Continuance Intention

2.2.1 TAM

2.2.2 ECM

2.2.3 Sense of Community

2.2.4 Interaction Construction

2.2.5 Second-Order Construct of Scaffolding

 Summary

Chapter Three Methodology

 Introduction

 3.1 Survey Instrument

3.1.1 0perationalizing the Second-Order Construct of Scaffolding

3.1.2 Developing the Survey Instrument

 3.2 Pilot Test

 3.3 Participants and Procedure

 3.4 Analysis and Results

3.4.1 The Measurement Model

3.4.2 Common Method Bias

3.4.3 Hypothesis Testing

 Summary

Chapter Four Discussion

 Introduction

 4.1 Online Interaction Construction

4.1.1 Integral Constituents of Online Interaction

4.1.2 Construction of Scaffolding

 4.2 Correlation Between Interaction and Continuance Intention

 Summary

Chapter Five Contributions and Implications

 Introduction

 5.1 Theoretical Contributions

 5.2 Practical Implications

 Summary

Conclusion

 1 Summary of Contributions

 2 Limitations

 3 Directions for Future Research

Bibliography

Appendix

 Appendix A: List of Items by Construct

 Appendix B: Measurement Instrument

 Appendix C: Chinese Version of Measurement Instrument.-

 Appendix D: Construct Reliabilities, AVE and Correlations-

 Appendix E: Item Loadings and Cross-Loadings

赵蓉编著的《外语学习在线交互构建研究（英文版）》共由七个部分构成。第一部分是引言，主要介绍研究背景、研究问题、核心概念和组织框架。第一章是文献综述，主要阐述了在线语言学习、在线学习学习成果、学习者继续学习意愿、在线交互所涉及的各个理论，包括等效理论、在线学习社区组织框架理论、互动假设、社会文化理论、支架理论、TAM模型和ECM模型等。第二章是研究模型与假设，该章在TAM与ECM模型的基础上。构建研究模型，探究外语在线学习中交互的建设，通过该交互建设对学习者继续学习意愿的影响，验证该交互建设的有效性。第三章是有关研究方法，具体包括问卷、访谈两种方法，并通过结构方程分析所获得的数据。第四章是讨论，论文依据数据分析，对外语学习在线交互建设、交互建设与继续学习意愿之间的关系，展开深入分析与科学探讨。第五章是有关研究的理论贡献与实践运用。最后一部分是总结，主要指出研究的不足之处与今后的研究方向。