ACCEPTANCE OF MOBILE DEVICES FOR LEARNING ENGLISH: RESPONSES FROM THIRD AND FOURTH-YEAR ENGLISH MAJORS (HIGH-QUALITY PROGRAM) AT CAN THO UNIVERSITY

Abstract

This study investigated the acceptance of mobile devices for English learning among third and fourth-year English majors at Can Tho University. Using an extended Technology Acceptance Model (TAM), the research examined how Perceived Usefulness (PU), Perceived Ease of Use (PEU), Perceived Convenience (PC), and Teacher Support (TS) shaped students’ attitudes toward Mobile-Assisted Language Learning (MALL). A quantitative approach was employed through a questionnaire administered to 81 senior students, which gathered data on both perceptions of mobile technology and demographic background. The findings revealed that students valued mobile devices for enhancing motivation and creating a dynamic learning environment, especially for out-of-class activities. However, challenges remained for reading and writing tasks due to usability issues like small screens and limited text input. The results emphasized the crucial roles of Perceived Convenience (PC) and Teacher Support (TS) in enhancing mobile learning adoption, offering valuable insights for refining MALL strategies in higher education.