ACCEPTANCE OF MOBILE DEVICES FOR LEARNING ENGLISH: A CASE OF FIRST- AND SECOND-YEAR ENGLISH MAJORS (MASS PROGRAM) AT CAN THO UNIVERSITY

Abstract

Advancements in mobile technology have revolutionized language learning, offering students greater flexibility and easier access to resources. This study examines the acceptance of mobile devices for English learning among first- and second-year English majors (Mass Program) at Can Tho University, utilizing the Technology Acceptance Model (TAM) as the theoretical framework. Specifically, it investigates the influence of Perceived Ease of Use (PEU), Perceived Usefulness (PU), Teacher Support (TS), and Perceived Convenience (PC) on students’ acceptance of mobile learning. A quantitative approach was employed, with data collected from 74 participants through a structured questionnaire. The results reveal how these factors shape students’ perceptions and acceptance of mobile learning, showing that Perceived Ease of Use (PEU) and Perceived Usefulness (PU) positively influence their views, while Teacher Support (TS) is essential yet underutilized in promoting engagement. Additionally, Perceived Convenience (PC) stands out as a key factor in students’ willingness to integrate mobile devices into their learning practices. These findings provide valuable insights into students’ perceptions and usage of mobile devices for learning, highlighting the need for teachers to strengthen teacher support, enhance usability, and optimize mobile learning environments. The study contributes to research on Mobile-Assisted Language Learning (MALL) and offers practical implications for teachers and institutions to develop effective mobile learning strategies. Future research should explore socio-cultural and technological factors affecting student acceptance.