Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

Abstract

In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstrates a positive correlation with attitudes, indicating that learners’ beliefs about favourable outcomes and performance in language learning influence their attitudes positively. Social influence exhibits a critical correlation with behavioural intention, highlighting the role of social factors in shaping learners’ intentions to engage in language learning activities. Effort expectancy shows a positive direct correlation with self-efficacy and attitude. Social influence significantly affects self-efficacy and attitude, and these effects are mediated by behavioural intention, as well as interactivity and engagement. These findings underscore the important role of social factors in shaping learners’ self-efficacy beliefs and attitudes, which in turn influence their behavioural intentions. Facilitating conditions have a substantial direct effect on behaviour, while interactivity and engagement act as mediators in the relationship between facilitating conditions and self-efficacy and attitude, highlighting their significance in shaping users’ attitudes and intentions to adopt and use content-based language application. Future research can investigate the suitability of the suggested model in other linguistic settings for broader applicability of the results. In light of the ever-evolving nature of technology and language learning, longitudinal studies could offer valuable insights into the lasting effects and stability of the observed relationships over an extended period.