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Few studies have investigated the extension of the technology acceptance model (TAM) of mobileassisted language learning (MALL) by incorporating psychological influence factors. We aimed to determine the factors affecting the continued adoption of MALL by college-age students of English as a foreign language (EFL). We extended the TAM by adding psychological constructs from action control theory and the concept of intrinsic motivation. Data from a large-scale survey of 557 Taiwanese college EFL students recruited through online convenience sampling were analysed through structural equation modelling.The results revealed that the significant predictors of behavioural intention were its antecedents. Three crucial psychological factors, namely nonpreoccupation, nonhesitation, and nonvolatility, significantly predicted behavioural intention. Perceived ubiquity value, tasks, and mobile self-efficacy were strong predictors of intrinsic motivation. Intrinsic motivation significantly predicted behavioural intention through perceived usefulness and perceived ease of use. Finally, perceived ease of use had a moderate effect on behavioural intention through perceived usefulness. The

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The paper explores the critical factors of the implementation of e-learning in higher institutions from the EU perspective, by comparing e-learning in two cultural contexts: the UK and Taiwan. The study employs qualitative methods to illustrate the e-learning implementation panorama, by interviewing top management groups, leaders and strategic planners, hardware and software experts, instructional designers, participants from different schools, and course participants (including students). This paper summarises the Critical Success Factors (CSF) of e-learning from the EU perspective. An initial framework is developed to present the main differences of e-learning development in the higher institutes in the two cultures examined.