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Perceived teacher support and students' acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context
Journal article   Peer reviewed

Perceived teacher support and students' acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context

Vo Ngoc Hoi and Guanglun Michael Mu
British journal of educational technology, Vol.52(2), pp.879-898
03/2021
DOI: https://doi.org/10.1111/bjet.13044

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Abstract

Mobile-assisted language learning teacher support technology acceptance model Vietnamese higher education
Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top-down educational policies are prevalent, the roles of teachers are usually overemphasized while learners-the end-users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile-assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch-based path model. Results indicated that students showed stronger desire for teachers' orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers' demonstration of mobile-assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning.

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