Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs

Abstract

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

Evaluating the Effect of EFL College Students’ Intention To Utilize Mobile English Vocabulary in The Learning Process: A TAM Framework

“…This research will also be the first research in Indonesia, considering that similar studies, as far as the authors find, are still being conducted in China (Huang et al, 2017;Jiang et al, 2021;Mei et al, 2017;Zhang & Pérez-Paredes, 2019;Zhou et al, 2021), Taiwan (Hsu & Lin, 2022), Vietnam (Hoi & Mu, 2021), Iran (Haghighi et al, 2018), and Turkey (Cakır & Solak, 2015). And while other studies have only focused on the perspectives of the teachers (Chocarro et al, 2021;Huang et al, 2017;Liu et al, 2017;Scherer & Teo, 2019), this research focuses more on the perspectives of students.…”

Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development

“…Additionally, for the qualitative phase of the study, first, an open-ended questionnaire (Dörnyei & Taguchi, 2009 ) was used to investigate mobile application users’ attitudes towards mobile-assisted vocabulary learning in terms of perceived benefits and challenges. The questions addressed different aspects of MALL discussed in the literature, including perceived benefits and challenges (Dashtestani, 2012 , 2016 ; Dashtestani & Hojatpanah, 2021 ), learner attitudes and perceptions (Hsu, 2013 ; Metruk, 2021 ; Pengnate, 2018 ), and mobile technology acceptance for language learning (Hoi, 2020 ; Hoi & Mu, 2021 ; Hsu & Lin, 2022 ). The link for the open-ended questionnaire was sent to the participants in the experimental group using a social media platform (i.e., WhatsApp).…”

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

“…Necessity, quality assurance, improvement, and enhancement of educational technologies during COVID-19 in universities have increasingly become a central concern for researchers and service providers [19]. Obviously, applying quality measurements in these new technologies has become an essential requirement for enhancing the usability of these educational platforms [40]. However, the success of any IS/IT can be represented by the quality characteristics of the IS itself [1].…”

“…Therefore, many universities introduced distance learning technologies such as e-learning systems, blackboard, mobile learning apps and others [34][35][36][37]. However, these educational technologies are still in the early stages of usage among students, and the research on the adoption of mobile applications in educational settings is limited and needs more investigation [38][39][40][41]. Based on the literature, despite numerous studies offering some evidence about the importance of quality factors of educational technologies, such as learning management systems and e-learning systems [42], there are still limited studies about the role of quality measurements in promoting the usability of mobile learning applications.…”