The acceptance of mobile applications in language classroom among English language learners in Malaysia university based on a Unified Theory of Acceptable (UTAUT) model
Technology acceptance theories and models have been widely developed, evolved, and applied to identify the factors influencing the acceptance of mobile applications in specific countries, subjects, and contexts. However, there have been few studies focusing on the acceptance of mobile applications i...
| 第一著者: | |
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| フォーマット: | 学位論文 |
| 言語: | 英語 英語 |
| 出版事項: |
2025
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| 主題: | |
| オンライン･アクセス: | https://etd.uum.edu.my/11807/1/deposirpermission.pdf https://etd.uum.edu.my/11807/2/s900999_01.pdf |
| 要約: | Technology acceptance theories and models have been widely developed, evolved, and applied to identify the factors influencing the acceptance of mobile applications in specific countries, subjects, and contexts. However, there have been few studies focusing on the acceptance of mobile applications in English language learning within the context of higher education in Malaysian universities. In the present study, the Unified Theory of Acceptance and Use of Technology (UTAUT) was used to investigate students’ behavioral intentions to accept mobile applications for English language learning. The study examined the relationship between performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price, and habit, considering the educational context, gender, and educational level. The explanatory sequential strategy using mixed-methods research was employed in this study, where quantitative (questionnaire) data was collected first, followed by qualitative (interview) data. The quantitative data was gathered from 300 participants, while the qualitative data was obtained from ten participants. The quantitative data was analyzed using inferential and descriptive statistics, while the qualitative data was analyzed using thematic analysis. The results indicate that the UTAUT model was an effective model for predicting the use of mobile applications as English language learning tools. Gender was found to be a strong moderator, followed by the context, which was also a significant moderator. In contrast, educational level was not a significant moderator in predicting behavioral intention to use mobile applications as English learning tools. Finally, both inter- and intra-context moderation were proven to be significant factors. The current study contributes to the body of knowledge on mobile applications as a tool for the acceptance of mobile applications in language classrooms among English language learners in Malaysian universities, based on the UTAUT model. The results provide a significant addition to the field of English language learning in the context of higher education in Malaysia |
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