Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context

Abstract

Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning. What is already known about this topic? Teachers’ role in promoting learners’ adoption of mobile‐assisted language learning is under‐researched. In contexts dominated by top‐down educational policies, the voice of learners is largely ignored. Learners’ expectation of teachers’ roles in promoting their adoption of mobile‐assisted language learning needs more empirical evidence. What this paper adds? This paper highlighted the important roles of teachers in orienting students toward appropriate mobile learning resources for out‐of‐class learning. Teachers were considered by learners as “guide on the side” rather than “sage on the stage” in enhancing their adoption of mobile‐assisted language learning. Implications for practice/policy Teacher training programs on mobile‐assisted language learning can be redesigned to enable teachers to better support mobile‐assisted language learning in and outside the classroom. Teachers should be better able to enrich their knowledge of various mobile learning resources to support their students.

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

“…Several M-learning studies [34,35] focused on teachers and students. Despite the fact that mobile devices are now some of the most important tools for learning, entertainment and educational activities [36], with the field of mobile learning field is still in its infancy, there are few guidelines available to ensure the sustainability and transferability of mobile learning initiatives [37]. Furthermore, this model supports the sustainability of mobile learning by understanding the factors affecting students' intention to use Mlearning before applying this type of education to ensure its success and continuity.…”

The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia

“…In our view, the above discussed external variables (i.e. subjective norm, perceived usefulness and connectedness to learning) can be used to improve the explanatory capability of TAM corresponding to particular situations, types of users and technological characteristics ( Hoi and Mu, 2020 ; Moon and Kim, 2001 ). The extended TAM theories and students' connectedness to learning were put forward to explain students' technological acceptance of incorporating WhatsApp application on their smartphones to support their online learning and connectedness to online learning.…”

Factors Influencing Vietnamese Teenagers’ Intention to Use Mobile Devices for English Language Learning

“…In recent studies, researchers have been adding new constructs to TAM or UTAUT models to expand their applications in technology acceptance studies for different fields, including MALL [5], [14]- [16]. For example, in a study by Hoi and Mu [5], teachers' supports were added because, in top-down teaching practice in an oriental country like Vietnam, one cannot ignore the assistance from teachers in orienting learners' acceptance. Similarly, in a study by Park et al.…”

“…Over the past decade, Vietnam, an emerging economy in Southeast Asia, has been experiencing fast economic development, which leads to a higher ratio of mobile phone owners and internet users. Most of the country's 64 million internet users use mobile devices, mainly smartphones [5]- [7]. Nonetheless, Vietnamese teenagers mostly use their mobile devices to chat, access social media and read the news [4].…”

“…Nonetheless, Vietnamese teenagers mostly use their mobile devices to chat, access social media and read the news [4]. In addition, the teacher-centered pedagogical approach has led to students' expectation of their teacher orientation support to use mobile devices for learning [5]. This phenomenon has led to students' limited usage of mobile devices for language learning despite their positive attitude towards use and usefulness [8], [9].…”