Factors Influencing University Students’ Intention to Engage in Mobile-assisted Language Learning through the Lens of Action Control Theory

Hui Tzu Hsu*, Chih Cheng Lin

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

Mobile technology is regarded as a helpful tool facilitating language learning. However, the success of mobile technology largely depends on learners’ acceptance. This study explored the factors that may affect students’ intention formation regarding mobile-assisted language learning (MALL) in the context of higher education through the lens of action control theory. The study adopted mixed methods: an online survey of 557 students and individual interviews with 70 students. The findings indicated factors in each of the three dimensions (preoccupation, hesitation, and volatility) of action control theory that positively or negatively influenced the students’ intention to use mobile technology for language learning. According to the findings, these influential factors may be related experiences in the preoccupation dimension, design and feature interference of MALL applications and teachers’ teaching style influence in the hesitation dimension, and overall appraisal and performance impact and other novelty interference in the volatility dimension. Students’ success in initiating and completing a MALL task depends on mainly depends on their acceptance of MALL, and this acceptance is affected by these factors in a positive or negative direction. The strengthening of the positive influence and the weakening of the negative influence caused by these factors should be paid attention to in the process of performing and engaging in a MALL task.

原文英語
頁(從 - 到)29-42
頁數14
期刊Educational Technology and Society
25
發行號4
出版狀態已發佈 - 2022

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學
  • 一般工程

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