Factors Influencing University Students’ Intention to Engage in Mobile assisted Language Learning through the Lens of Action Control Theory.
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| Title: | Factors Influencing University Students’ Intention to Engage in Mobile assisted Language Learning through the Lens of Action Control Theory. |
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| Authors: | Hui-Tzu Hsu1 lindahsu85@gmail.com, Chih-Cheng Lin2 cclin@ntnu.edu.tw |
| Source: | Educational Technology & Society. Oct2022, Vol. 25 Issue 4, p29-42. 14p. |
| Subject Terms: | *College students, *Teaching methods, Control (Psychology), Action theory (Psychology), Intention |
| Abstract: | 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. Students’ concerns regarding the use of mobile technology in language education are addressed with suggestions for future research and practice in light of the findings. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160295936 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Factors Influencing University Students’ Intention to Engage in Mobile assisted Language Learning through the Lens of Action Control Theory. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hui-Tzu+Hsu%22">Hui-Tzu Hsu</searchLink><relatesTo>1</relatesTo><i> lindahsu85@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chih-Cheng+Lin%22">Chih-Cheng Lin</searchLink><relatesTo>2</relatesTo><i> cclin@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2022, Vol. 25 Issue 4, p29-42. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Action+theory+%28Psychology%29%22">Action theory (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. Students’ concerns regarding the use of mobile technology in language education are addressed with suggestions for future research and practice in light of the findings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 29 Subjects: – SubjectFull: College students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Control (Psychology) Type: general – SubjectFull: Action theory (Psychology) Type: general – SubjectFull: Intention Type: general Titles: – TitleFull: Factors Influencing University Students’ Intention to Engage in Mobile assisted Language Learning through the Lens of Action Control Theory. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hui-Tzu Hsu – PersonEntity: Name: NameFull: Chih-Cheng Lin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 25 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
