Undergraduate EFL Learners’ Use and Acceptance of Mobile-Assisted Language Learning: A Structural Equation Modeling Approach

Abstract

Mobile-assisted language learning has received growing attention from the technology industry through the proliferation of mobile learning platforms and applications. The literature has promoted the potential effectiveness of such platforms. However, little attention has been given to learners’ use behavior and perceptions, which play an essential role in successful implementation. In addition, research is scare on the acceptance and use of MALL to learn English in Middle Eastern countries. The Unified Theory of Acceptance and Use of Technology 2 was employed in this study to examine the main factors affecting the acceptance and use of MALL among 945 undergraduate EFL learners in Saudi Arabia. The findings demonstrated that the constructs of habit, performance expectancy, facilitating conditions, hedonic motivation, and social influence were significant indicators of EFL learners’ behavioral intention to use MALL. Out of habit, behavioral intention, and facilitating conditions, habit was the only construct with a significant impact on participants’ use behavior.