The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain

Huang, Fang; Prieto, José Carlos Sánchez; Teo, Timothy; García-Peñalvo, Francisco José; Sánchez, Eva María Torrecilla; Zhao, Chen

doi:10.1007/s11423-020-09806-0

Cited by 20 publications

(15 citation statements)

References 49 publications

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“…Technology with its fast-moving pace has pervaded the educational aspects in recent years ( Garrison and Akyol, 2009 ; Hung et al, 2010 ), thus enabling students’ self-initiated, self-constructed, and self-monitored learning experiences in a newly-constructed technology-based ecology of language learning ( Lai and Gu, 2011 ; Reinders and White, 2011 ). Online learning, E-learning, M-learning and other informal technological learning approaches provide students with more chances to explore self-directed learning ways ( King and He, 2006 ; Zandi et al, 2014 ; Hsu, 2016 ; Huang et al, 2020 ; Pan, 2020 ). However, in spite of the booming attention and development on technological teaching approaches in educational landscapes, the enthusiasm and motivation of students to conduct technology-based self-directed language learning need further exploring ( Lai et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

Pan

Chen

2021

Front. Psychol.

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This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

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Section: Introductionmentioning

confidence: 99%

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

Pan

Chen

2021

Front. Psychol.

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“…Besides, to provide more evidence that beliefs have a major influence on learners' achievement, many studies report that learners who hold positive beliefs about language learning acquire higher proficiency levels compare to those who do not have (Jaekel et al, 2017;Saito et al, 2018). Moreover, many studies prove that beliefs can influence the learning process which may either help or hinder the success of language acquisition itself (Huang et al, 2020;Jennifer & Park, 2015;Mueller & Dunlosky, 2017;O'Keefe et al, 2021). For example, if studying a language is considered important or interesting, students will reveal a higher degree of motivation and thus their mastery of the language will increase (Lasagabaster, 2017).…”

Section: Introductionmentioning

confidence: 99%

An English Learning: Rural Students Beliefs

Mulia

Amiruddin

Manan

et al. 2021

JPBI

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This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

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“…It is also found that the effect is more for devices in hand than for laptops, for inquiry-oriented learning than lectures, for informal educational environment than their formal counterparts, and for short-duration interventions than long-term interventions. While existing literature on mobile technologies in learning focus on issues pertaining to technology and usage, Huang et al (2020) focus on student learning beliefs on intentions of University students to use mobile technology in learning in China and Spain. They find that learning with the help of mobile technologies has its advantages for catering knowledge to learners at their convenience both in formal and informal ways.…”

Section: Introductionmentioning

confidence: 99%

Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

Swain

2021

International Journal of Web-Based Learning and Teaching Technologies

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Pandemic due to the deadly virus Covid-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

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The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain

Cited by 20 publications

References 49 publications

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

An English Learning: Rural Students Beliefs

Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

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