Exploring college students’ usage experiences, perceptions and acceptance of mobile English learning in Taiwan

DOI

10.2991/itmr.2015.5.4.1How to use a DOI?

Keywords

Mobile English learning (MEL); perception; acceptance; English as a foreign language (EFL); university students.

Abstract

The increasing demand for mobile learning is visibly driving educators to rethink their pedagogical theory in today’s Internet-enhanced society. This research reported and analyzed the survey results of 450 college students in Taiwan who used mobile English learning (MEL) with regards to usage frequency, perception, and acceptance. Positive results were indicated by high values for all three variables among students in Taiwan. Most participating respondents believed that they were comfortable and ready for MEL. The most frequently used MEL applications are listening to music, watching movies, using a dictionary and accessing social network sites. Additional analysis revealed that students believed MEL would change the way they learn English and would increase their learning achievements. They also expected to adopt more MEL functions in the classroom because such functions are fun and motivating. There was a strong positive relationship between perception and acceptance of MEL. Statistically, significant differences were identified in the perception and acceptance of MEL between males and females, and between usage frequency and perception of MEL in terms of students’ school area.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - JOUR
AU  - Kate Tzu-Ching Chen
PY  - 2015
DA  - 2015/11/30
TI  - Exploring college students’ usage experiences, perceptions and acceptance of mobile English learning in Taiwan
JO  - The International Technology Management Review
SP  - 162
EP  - 171
VL  - 5
IS  - 4
SN  - 1835-5269
UR  - https://doi.org/10.2991/itmr.2015.5.4.1
DO  - 10.2991/itmr.2015.5.4.1
ID  - Chen2015
ER  -