Acceptance of Mobile Devices for Learning English by Third- and Fourth-Year English Majors (Mass Program) at Can Tho University

Abstract

This study explores the acceptance of mobile devices for learning English among third- and fourth-year English majors enrolled in the Mass Program at Can Tho University. Based on the Technology Acceptance Model (TAM), this study investigates the key factors influencing students' acceptance of mobile devices for English learning, concentrating on Perceived Usefulness (PU), Perceived Ease of Use (PEU), Perceived Convenience (PC), and Teacher Support (TS). A quantitative research design was employed, using a structured survey questionnaire administered to 90 participants. The collected data were analyzed through descriptive statistics and reliability tests using JASP software. The findings reveal a generally high level of acceptance of mobile devices for English learning, with Perceived Convenience (PC) scoring the highest among the four constructs. Students acknowledged the ease of accessing educational resources and the flexibility of learning anytime and anywhere. Teacher Support (TS) also played a vital role, especially in guiding students on effective usage strategies and recommending useful applications. However, students expressed mixed opinions on the integration of mobile devices in classroom activities, indicating a preference for Mobile-Assisted Language Learning (MALL) in informal settings. These insights highlight the importance of enhancing Teacher Support (TS) and developing more structured approaches for mobile device integration in language education. The study’s results contribute to the theoretical foundation of research on Mobile-Assisted Language Learning (MALL) and offer practical recommendations for optimizing mobile device use in higher education contexts.