Abstract
This study aims to examine the factors influencing students’ behavioral intentions toward using Mobile English Learning (MEL) by integrating three key theoretical frameworks: the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Theory of Planned Behavior (TPB). SmartPLS and SPSS were used to analyze data from a survey involving 499 students with low-achieving academic records from six Taiwanese universities. The results show that perceived autonomy, perceived relatedness, and perceived ease of use predict perceived usefulness. Furthermore, attitude, subjective norm, and perceived behavioral control predict perceived ease of use. Both perceived usefulness and perceived ease of use significantly and positively influence behavioral intention. These results provide a theoretical basis for promoting the intention of low-achieving students to use MEL.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Human–Computer Interaction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
