Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning

Mobile technologies and factors influencing English as a foreign language (EFL) learners’ willingness to integrate them into their learning processes are significant. This study aims at investigating the role of facilitating conditions, perceived ease of use, and perceived usefulness as factors in predicting Iranian EFL learners’ perceptions toward mobile-assisted language learning (MALL). Accordingly, data were collected from 223 Iranian EFL learners who had their English language courses in the two major educational contexts (i.e., public schools and private institutes). Considering the first phase of the study, a statistically significant relationship was found between the three hypothesized factors (i.e., facilitating conditions, perceived ease of use, and perceived usefulness) and learners’ perceptions toward MALL. Furthermore, the facilitating conditions were associated with learners’ perceived ease of use. Regarding the second phase of the study, the analysis of the path coefficients indicated a significant predictive power of perceived usefulness on perceptions toward MALL. Also indicated in this study is the significant effect of facilitating conditions on learners’ perceived ease of use. The results are discussed in the light of the literature, and suggestions for further research are provided.

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Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning

Cited by 2 publications

References 45 publications

English learning motivation with TAM: Undergraduates’ behavioral intention to use Chinese indigenous social media platforms for English learning

English learning motivation with TAM: Undergraduates’ behavioral intention to use Chinese indigenous social media platforms for English learning

Investigating the facilitating conditions, perceived ease of use and usefulness of mobile-assisted language learning

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