Abstract— This study is aimed at investigating the relationship between stu-dents’ perceived effect (PE) and their intention to use (IU) one of the English language learning mobile applications which is called Hello English, and also the differences of students’ PE and IU based on gender and experience. There are 24 male and 73 female students who completed the online survey which was admin-istered to several universities in Indonesia. The result of a bivariate correlation analysis shows a statistically significant positive relationship between students’ PE and IU, where gender differences do not have any significant influence on their PE and IU. On the other hand, students who have experienced using Hello English for more than three months perceived the effect of Hello English on their communicative competence better than those who only use it less than three months. Besides, the experienced users also show a higher intention to use Hello English to learn English in the future.

This study aims to investigate the relationships among the aspects of writing self-efficacy and students' writing quality in the argumentative writing domain. Multiple linear regression analysis is applied to reveal how writing self-efficacy, in the aspect of ideation, convention and self-regulation, predicts the students' argumentative writing performance. The participants in this study are the fourth semester students of English language teaching department in Mahasaraswati University Denpasar enrolled in argumentative writing class (N = 135; 4 classes). The results indicate that convention selfefficacy made the largest significant contribution to students' writing quality, followed by selfregulation self-efficacy. Nonetheless, the ideation self-efficacy gives the lowest insignificant contribution to students' writing quality, although its items have been already adjusted to argumentative writing. These findings suggest that the students' perception on their ability to express ideas in an appropriate rule of written expression would best reflect their written product quality. Therefore, EFL teachers should still consider providing intensive assistance on writing conventions for their students, because students would rely more on the rules of written expression to be able to produce a high-quality writing. Besides, other researches are required to corroborate these findings in another writing domains to extend the body of knowledge of writing and writing self-efficacy.

The vast development of Information and Communication Technology (ICT) improves the integration of technology for the academic purpose. This phenomenon then raises an issue of technology acceptance, which becomes an interesting field of investigation for many scholars. In this respect, Technology Acceptance Model (TAM) has proven to be a robust, powerful, and parsimonious framework for predicting user acceptance of technology integration in various fields (Lai, 2017; Rondan-Cataluna et al., 2015). Although there is a lot of research studies reported the use of TAM and its developed versions in investigating the technology acceptance in the educational field, there is no publication that trying to map current studies which focus on educational technology acceptance research especially in ELT. Based on the needs of providing such information, this article would present the state of the art of the current research trends on the application of TAM framework in investigating ICT integration acceptance in ELT. The main part of this article would describe the evolution of TAM framework, followed by the discussion of recent research results concerning the technology acceptance, and the future trends of technology acceptance research in ELT. This state of the art article is expected to inspire other researchers to conduct further studies on technology acceptance in ELT and also suggest the ELT practitioners about the current and future trends in technology integration for academic purpose.

<p><em>Student’s learning satisfaction is one of measuring tools of the success of learning process which would be realized through learning outcomes. This statement has been widely proven through various studies that have been done related to the learning satisfaction and learning outcomes. This article aims to describe three main points relating to the vital position of learning satisfaction as a determinant factor of student learning outcomes namely; (1) factors affecting learning satisfaction, (2) the influence of learning satisfaction on learning outcomes, and (3) how to measure learning satisfaction as well as examples of instruments that have been developed and used by researchers. The main source of this article was the research results from around the world that raised the learning satisfaction as the main topic. This paper was expected to provide an additional knowledge about learning satisfaction variables, so it can be utilized to carry out more in-depth research.</em></p>