Table 5 also presents the compariso

Table 5 also presents the comparison of Internet self-efficacy among students’ Internet experience groups. The ANOVA tests showed that students Internet experience also played a significant role on both scales of the ISS, that is, “general self-efficacy”and “communicative self-efficacy” (p < 0.05).Through a series of Scheffe tests, it was found that students who spent more time of using the Internet per week tended to attain higher scores on the both self-efficacy scales. Students’ Internet experiences helped them enhance not only their general selfefficacy but also communicative self-efficacy toward the Internet. In particular, the Scheffe tests showed that students’ Internet experiences were highly related to their communicative self-efficacy, as more significant differences were found among the Internet experience groups in this scale.