A Study of EFL College Students’ Acceptance of Mobile Learning

Mobile devices with Internet applications have dramatically increased the convenience of accessing information for EFL college students in language learning. This study used Technology Acceptance Model as a theoretical framework to examine the factors related to Taiwanese EFL college students’ behavioral intention to use mobile English vocabulary learning resources. Data collected from the questionnaires of eighty four EFL tertiary level college students were analyzed by using correlation analyses and regression. Results showed that the participants’ behavioral intentions had high positive correlations with mobile devices’ compatibility, self-efficacy, perceived ease of use respectively. It had a moderate positive relationship with usefulness. Regression analyses showed that perceived usefulness, perceived ease of use, self-efficacy, and compatibility account for 71% of the variance explained in behavioral intentions to use mobile English vocabulary learning resources. Compatibility is the best predictor of users’ behavioral intention of use.