Continuance intention to use mobile learning for second language acquisition based on the technology acceptance model...

Area of Science:

• Educational Technology
• Second Language Acquisition
• Psychology

Background:

• Mobile learning (m-learning) is increasingly used for second language acquisition.
• Understanding factors influencing student continuance intention is crucial for effective m-learning implementation.
• Integrating technology acceptance and self-determination theories provides a comprehensive framework.

Purpose of the Study:

• To examine factors predicting Chinese students' intention to continue using mobile learning for second language acquisition.
• To test an integrated model based on the technology acceptance model and self-determination theory.
• To identify key drivers of m-learning adoption in higher education.

Main Methods:

• Survey administered to 170 undergraduate students.
• Structural equation modeling (SEM) used to analyze data.
• Validation of an integrated theoretical model and hypotheses.

Main Results:

• Instructor support positively predicts autonomy, competence, and relatedness.
• Autonomy and competence directly enhance perceived ease of use and continuance intention.
• Perceived ease of use significantly predicts continuance intention to use m-learning.
• Five key variables explained 70.5% of the variance in continuance intention.

Conclusions:

• The integrated model provides a robust theoretical framework for m-learning research in higher education.
• Instructor support and student-centered factors are vital for successful m-learning adoption.
• Findings offer practical implications for universities and educators to enhance m-learning strategies.