Open AccessFostering an English Teaching Environment: Factors Influencing English as a Foreign Language Teachers' Adoption of Mobile Learning
Author(s) -
Heejung Jung
Publication year - 2015
Publication title -
informatics in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 19
eISSN - 2335-8971
pISSN - 1648-5831
DOI - 10.15388/infedu.2015.13
Subject(s) - technology acceptance model , psychology , structural equation modeling , mathematics education , english as a foreign language , foreign language , educational technology , perspective (graphical) , computer science , usability , human–computer interaction , artificial intelligence , machine learning
The role of mobile technology has significantly increased and been emphasized in English education. However, research investigating EFL teachers' attitudes and behaviors related to mobile technology has been limited in descriptive aspects of the technology, leading to misun- derstandings about EFL teachers' needs. Furthermore, many prior studies have examined various aspects of electronic learning (e-learning) and technological developments of mobile learning (m-learning) in English education from the learners' perspective. Therefore, this study proposed a research model that empirically examines behaviors of EFL teacher's' m-learning acceptance by using Fred Davis's Technology Acceptance Model (TAM) as the research framework. As external variables, this research model includes instant connectivity, compatibility, interaction, content enrichment, and computer self-efficacy, influencing the perceived usefulness of TAM. Structural Equation Modeling (SEM) with the data of 189 EFL teachers was used to analyze causal relationships between external variables and TAM variables. The results provide evidence that supports the tested hypotheses. The implications of the findings suggest a new direction for future studies on m-learning.