EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.EFL teachers’ and students’ readiness for M-learning A mixed methods study.
Rationale
English serves as a crucial global lingua franca, particularly in the context of Vietnam's rapidly globalizing economy The Ministry of Education and Training (MOET) has highlighted the significance of English through a national project that introduced a 6-level foreign language competence framework aimed at improving the English proficiency of both teachers and learners By 2020, the framework's objective is for a significant majority of Vietnamese youth graduating from vocational schools, colleges, and universities to be capable of using a foreign language independently, thereby enhancing their confidence in communication and increasing opportunities for study and work in a multicultural environment This initiative positions language learning as a vital asset for Vietnam, contributing to the country's industrialization and modernization efforts in the contemporary socioeconomic landscape.
The Internet plays a crucial role in modern education, revolutionizing how individuals access and share information With its rapid speed and accessibility, it has significantly enhanced the quality of life for many Over the past few decades, the growth of information sharing and communication online has transformed the way educators and learners seek knowledge Today, anyone with a mobile device, such as a smartphone or tablet, can easily access vast resources anytime, prompting researchers worldwide to explore this phenomenon and contribute to the field of mobile learning.
In today's global landscape of remote English education, leveraging the constant uploading and saving of learning materials to online databases, along with the use of smart and mobile devices, is essential The rapid advancement of wireless technology and the affordability of gadgets like smartphones, tablets, and laptops have revolutionized innovation Pollara (2011) emphasizes that mobile phones are indispensable user-friendly technologies that people rely on daily Consequently, under Wi-Fi connectivity, these devices facilitate English learning anytime and anywhere With their extensive smart features, mobile gadgets enhance convenience in business, leisure, and communication, while their evolving capabilities and decreasing prices contribute to their widespread adoption.
Because of their "handy and compact" character, mobile devices are now frequently used by practically everyone throughout the world (Iqbal & Bhatti, 2015).
Mobile phones are compact and user-friendly technologies that have become increasingly popular among youth due to their rapidly evolving capabilities (Pollara, 2011) These devices now integrate material data sources that facilitate human communication and meet various information needs in both offline and online settings This evolution has inspired researchers to explore innovative applications of mobile technology in educational contexts, demonstrating its potential to enhance learning opportunities across diverse levels (Trinh, 2014) Furthermore, mobile technologies align with UNESCO's vision for 21st-century education, promoting accessible, flexible learning environments for all With approximately 8.5 billion mobile phone subscriptions globally, representing about 92 percent of the world's population, the potential for mobile learning is vast (International Telecommunication Union, 2015).
Technology has significantly transformed various aspects of life, particularly in education, leading to the rise of mobile learning (M-learning) This trend has captured the attention of researchers eager to explore its characteristics and gauge its acceptance among both learners and educators Consequently, the adoption of M-learning has expanded worldwide, especially within higher education institutions.
Research indicates that while mobile learning (M-learning) has shown potential in supporting students across various subjects (Liu & Carlsson, 2010), there is still a lack of comprehensive studies on the factors influencing its adoption (Gómez-Ramirez et al., 2019; Lin et al., 2020) The growing interest in M-learning necessitates an investigation into its acceptance within educational settings (Althunibat, 2015; Laurillard, 2007; Al-Emran et al., 2018) Despite its convenience, the implementation of M-learning in Vietnam remains limited, as it relies heavily on access to mobile devices and stable wireless networks Consequently, remote classes conducted through mobile platforms have not gained widespread traction in Vietnamese institutions This study aims to examine the adoption of M-learning specifically within an English as a Foreign Language (EFL) context.
This study aims to explore the readiness of EFL teachers and students in Vietnam for mobile learning (M-learning), focusing on their perceptions, attitudes, and willingness to use mobile devices for English instruction By examining the factors influencing the acceptance of M-learning, the research seeks to provide insights that can help enhance the effectiveness of teaching and learning in the digital age, ultimately supporting Vietnamese educators and learners in integrating M-learning into their English classes.
Research objectives
This thesis aims to explore the perceptions, attitudes, and behaviors of EFL teachers and students at a Vietnamese university regarding the use of mobile devices and wireless technologies in English teaching and learning It assesses their readiness to implement mobile learning (M-learning) in the classroom and evaluates their capabilities to integrate modern mobile technology into English instruction and study Ultimately, the thesis seeks to offer practical implications for effectively incorporating M-learning in English language classrooms.
Research questions
The study seeks answers to the following four research questions
1 What are university EFL teachers‟ perceptions of M-learning in English teaching and learning?
2 What are university EFL students‟ perceptions of M-learning in English teaching and learning?
3 To what extent are university EFL teachers ready in perceived abilities to use M-learning in English teaching?
4 To what extent are university EFL students ready in perceived abilities to use M-learning in English learning?
Significance of the study
This study aims to contribute to the understanding of M-learning in the English as a Foreign Language (EFL) context by applying the Technology Acceptance Model (TAM).
The study offers empirical insights into teachers' and students' perceptions of mobile learning (M-learning) and their preparedness to implement it in English language teaching These findings underscore the importance of integrating technology into educational environments, especially within the English as a Foreign Language (EFL) context Additionally, the research highlights the role of M-learning in enhancing online language education, particularly during the challenges posed by the pandemic.
Thesis organization
This thesis comprises five chapters, with the first chapter offering a comprehensive overview that outlines the research rationale, objectives, questions, significance, and scope The second chapter delves deeper into the analysis of the topic at hand.
The article explores the theoretical foundations of m-learning, focusing on the readiness of EFL teachers and learners, as well as the Technology Acceptance Model (TAM), while reviewing previous research to identify gaps for the current study Chapter three details the research methodology, including design, setting, participants, data collection and analysis, reliability and validity, and ethical considerations Chapter four presents and discusses the study's findings, while chapter five summarizes key findings, highlights contributions, offers recommendations, discusses implications for future research, and addresses the limitations of the current thesis.
This chapter explores the literature on M-learning and its role in English language teaching and learning It begins by defining key terms to establish the study's context Next, it justifies the use of the Technology Acceptance Model (TAM) as the theoretical framework for this research Finally, the chapter reviews relevant previous studies to highlight gaps in the current research concerning both the underlying theory and research design.
An Overview of M-Learning
Definitions of M-Learning
M-learning has progressed at such a breakneck pace that it has surpassed the expectations of many information and communication technology (ICT) specialists In fact, the word "M-learning" has been defined in a variety of ways by various authors. M-learning, according to Quinn (2000), is the process of a person learning something while utilizing mobile computational devices such as Palms, Windows CE PCs, and even his digital cell phone Sharples (2006), who has a similar viewpoint, defines mobile learning as the use of mobile technologies in study M-learning can also be defined as “any kind of learning that occurs when the learner is not at a fixed, predetermined place, or learning that occurs when the learner takes advantage of the learning opportunities afforded by mobile technologies” (O'Malley et al., 2003, p 6). Cell phones, smart phones, palmtops, and handheld computers are all exemplary examples of mobile learning devices; tablet PCs, laptops, and portable media players can also be included in this category (Kukulska-Hulme & Traxler, 2005).
According to Walker (2006), M-learning is increasingly adopted as an innovative learning strategy across various contexts utilizing portable devices While definitions may vary in wording, they generally emphasize the mobility of learners engaging with mobile technology for educational purposes This study will focus on the contemporary relevance and practical application of M-learning, aligning with the goals of my research.
M-learning, or mobile learning, encompasses key characteristics such as learner mobility, the use of mobile device applications, and its relationship with E-learning While some researchers focus on electronic technology and technical mobility, others emphasize the importance of device size (Traxler, 2009) According to Sharples (2006), the effectiveness of M-learning is influenced by the context of its use, the experiences of the users, and their backgrounds.
M-learning, as defined by Trinh (2014), encompasses learning, training, content management, sharing, and interaction facilitated by mobile devices over wireless networks This definition emphasizes the learner's central role, allowing students to navigate their own learning experiences using personal mobile phones This focus on mobile technology is crucial for the learning activities explored in this study.
M-learning is a versatile learning model that enables students to access a wide range of study materials and lessons remotely through mobile devices at any time This approach has been the focus of various studies, showcasing its effectiveness in enhancing education.
Figure 2.1 A Model of Mobile Learning Application (Zhong et al., 2018)
This thesis explores teachers' and students' perceptions of the M-learning model, assessing their preparedness for its implementation in English classrooms M-learning is defined as a method of learning English through mobile devices, enabling students to access a variety of lessons and extensive study materials anytime and anywhere.
M-learning8 1 E-learning
M-learning, according to Kukulska-Hulme and Traxler (2007), can be divided into several categories, including technology-driven mobile learning, portable E-learning, connected classroom learning, informal, personalized, situated mobile learning, mobile training, performance support, remote, rural, or development mobile learning, inclusion, assistant, diversity, and large-scale implementation M-learning falls into a variety of categories, all of which provide several benefits in terms of supporting teaching and learning in general, and in terms of teaching and learning English in particular Three main types of foundational electronic teaching and learning platforms leading to M- learning and their interrelationship are discussed below.
The 4.0 technological revolution has marked a significant advancement in education through M-learning, which builds upon the E-learning model With the advent of wireless networks, M-learning is now accessible anytime and anywhere globally Since its introduction, E-learning has played a crucial role in various fields of work and study Although both learning models emerged during the peak of modern technology, they differ significantly in their functionality and interaction with online networks Laouris and Laouri (2006) describe the transition from E-learning to M-learning as a revolutionary change, highlighting a shift in attitudes towards developing learning environments and objectives, as well as a transformation in terminology.
Table 2.1: Differences between E-learning and M-learning
Both M-learning and E-learning share common features in their student-centered teaching and learning processes, utilizing technological devices like PDAs, wireless laptops, and notebooks According to Laouris and Eteokleous (2005), these models incorporate hyper learning and asynchronous communication, grounded in constructivism, situationism, and collaboration Keegan (2005) further distinguished E-learning and M-learning through the concepts of 'Today' and 'Tomorrow,' highlighting their evolving nature in education.
services Learner support content Course services Learner support
Other materials Websites Other materials Websites
Figure 2.2 The Wireless Virtual Learning Environment of ‘Today’
Both E-Learning and M-Learning offer similar functionalities, such as course content and student support services, but each presents these features in distinct ways E-Learning utilizes a tethered approach, while M-Learning operates entirely in a wireless environment According to Eltayeb (2014, p 23), the differences in teacher-student interaction between these two models highlight their unique characteristics.
D-Learning is a general term used to cover the broad range of teaching and learning events in which the students are separated (at a distance) from the teachers or other fellow students (Hoyle, 2007) This model of learning includes the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance (USDLA, 2016).
Figure 2.3 Relationships between D- Learning, E- Learning, and M-Learning
Kulkulska-Hulme and Traxler (2007) differentiate M-Learning from D-Learning and E-Learning by emphasizing the unique capabilities of mobile technology M-Learning harnesses the potential of portable devices, such as smartphones, tablets, and handheld computers, which are compact enough to fit in a pocket In contrast to D-Learning, which focuses on generalizing out-of-classroom learning, M-Learning leverages both asynchronous and synchronous communication methods, including text messaging and virtual chat rooms, to enhance the learning experience.
(2007) also emphasize that this is in contrast to the one-way dialog typically associated with D-Learning (i.e., mail, television, fax, etc.).
2.1.2.3 Face to face learning (FTF learning)
Face-to-face (FTF) learning has evolved into various formats, with instructors traditionally teaching small classes characterized by low learner-to-instructor ratios (Quest, 2016a) Today, these educators continue to play a crucial role in both small and large classroom settings Furthermore, FTF learning extends beyond traditional classrooms, encompassing training conducted on job sites, within organizations, and even at home (Quest, 2016b) As a result, FTF learning serves as the foundational model for other educational approaches, including distance learning.
Figure 2.4 A Hierarchy of learning methodologies (Williams, 2009, p.30)
Mobile learning (M-learning) stands out as a leading technology in the era of Technology 4.0, offering significant convenience and utility in daily life As a highly effective educational tool globally, M-learning warrants a thorough examination in this study Additionally, the advantages of M-learning will be explored in detail in the subsequent section, highlighting its impact on the educational landscape.
Benefits of M-learning
M-learning has introduced significant advantages and prospective benefits to the user community, particularly students, thanks to the usage of current technology In fact, the advantages of this learning strategy for learners‟ learning are enormous It can assist students in approaching their lessons and studying whatever they choose using a variety of material resources at any time and from anywhere As a result, according to Khan et al (2015), M-learning has become a useful tool for modern education, in foreign language training particularly, with some of its advantages including (1) cost,
Persistent connectivity and synchronized content foster social inclusion and community building, while also facilitating personalized, lifelong, and informal learning Additionally, these technologies overcome temporal and spatial limitations, offering a convenient, personal, and secure environment for users.
Mobile devices have clearly evolved into multimedia access tools, connectivity tools, capture tools, representation and analysis tools, with benefits for foreign
FTF-learning in language education emphasizes enhancing student motivation, fostering responsibility, boosting commitment, and facilitating English language acquisition and retention Pollara (2011) suggests that incorporating photographs, music, and video recordings can significantly aid in taking quick notes during the learning process.
Mobile technology has significantly enhanced various professions, particularly in education by expanding the reach of distance learning While mobile learning (M-learning) is unlikely to completely replace traditional classroom teaching or computers, it offers numerous advantages, such as consistent learning support, flexible access, and reduced space and time constraints M-learning is recognized as a valuable method for enhancing educational outcomes, especially when combined with traditional learning approaches It provides teachers and students with abundant resources at different levels and is particularly beneficial in English language teaching, allowing for convenient and immediate learning opportunities in a wireless environment Research has highlighted the positive impact of M-learning in English as a Foreign Language (EFL) contexts, demonstrating its effectiveness in modern education.
Drawbacks of M-learning
Mobile learning (M-learning) offers significant advantages in education, but Naismith et al (2004) identified several challenges that educators face First, the mobility of M-learning allows access to educational activities anytime and anywhere, which challenges traditional teaching methods Second, while M-learning promotes informal learning, its increasing popularity could diminish its benefits Third, personal ownership of mobile devices enhances individual and group learning, but managing this ownership can be challenging for institutions Lastly, providing effective tools for lifelong learners to reflect on their mobile learning experiences poses difficulties Ultimately, while the portability of mobile devices facilitates learning in various contexts, it also presents potential limitations that educators must navigate.
Researchers are increasingly concerned about the impact of mobile device screen sizes on learning outcomes While there is limited research in this area, a study by Manair et al (2008) indicates that learners benefit more from screens larger than 58mm (2.28 inches) diagonal Students have reported dissatisfaction with M-learning services when using smaller screens, citing issues such as restricted access to web resources and slow download speeds Additionally, many web pages are not optimized for smaller screens, further hindering the learning experience (Bryan, 2004; Lawrence et al., 2008).
Improper use of mobile learning (M-learning) can be detrimental to learners, as it may foster a reliance on technology that conflicts with traditional teaching methods This growing dependence on mobile devices for educational purposes has garnered significant attention from both educators and students.
Mobile technology in English teaching and learning
Mobile technologies have become integral to daily life, transcending time and space, and have emerged as significant tools in education, particularly in English teaching and learning, amidst the 4.0 technological revolution Chen et al (2002) highlight unique advantages of mobile technology in scaffold-learning that other distance learning technologies cannot offer The provision of mobile academic content and information is essential for understanding these benefits, a key aspect of the study's findings, as noted by Pollara.
In 2011, understanding the demand for mobile access to academic information became crucial for community college librarians, instructors, administrators, and staff, as it highlights the significance of individual data collection in English education Mobile learning facilitates immediate access to diverse resources, catering to multi-level English teaching and learning needs This environment allows for knowledge gathering at the convenience of the learner, enhancing the interactivity of the educational process through wireless devices Furthermore, mobile technology provides greater access to professionals and expertise compared to traditional distance learning methods By integrating educational activities into real-life contexts, mobile learning enriches English education and information gathering Ultimately, the seamless integration of teaching content into mobile devices empowers English instructors and learners to engage in education anytime and anywhere.
M-learning is educational interaction offered with mobile technology, which is one of the latest technologies for creating and disseminating the English educational process It is not limited to mobile applications that are especially created for teaching and learning English purposes, such as maps, geological maps, data access, self- learning tools, and so on As a result, by introducing the benefits of these technologies to the educational areas, mobile learning will update learning systems and provide additional benefits for English educational environments.
Mobile-assisted language learning (MALL) has emerged as a significant focus in the realm of English teaching and learning, driven by the rapid advancement of mobile technology Recent studies, such as those conducted by Saidouni and Bahloul (2016), highlight the positive attitudes of both teachers and students towards the adoption of MALL in higher education Their research, which included a comprehensive survey, indicates that the perceptions of MALL are largely favorable among educators and learners alike.
A study by Saidouni et al (2019) highlighted the effectiveness of mobile-assisted language learning (MALL) in enhancing students' vocabulary acquisition through the use of flashcards on mobile devices, proving to be more beneficial than traditional paper methods In a separate research by Chen et al (2016), the perceptions of 52 EFL teachers and 319 EFL students towards M-learning were assessed using refined questionnaires, revealing a predominantly positive attitude and high acceptance levels, particularly among younger teachers who view it as a pedagogical necessity While the research in Taiwan utilized mixed methods for analysis, the current thesis focuses solely on qualitative data collection in Vietnam.
M-learning plays a significant role in education, especially in English language teaching and learning, facilitated by the widespread use of mobile devices like smartphones and tablets This approach allows both teachers and learners to engage with educational resources anytime and anywhere, enhancing learner involvement Unlike traditional IT learning, which includes older portable devices, mobile learning focuses on modern technologies that leverage handheld devices Key features of M-learning include its flexibility in timing and reliance on portable devices, creating a dynamic environment for English education These insights serve as a foundation for further exploration of mobile technology in teaching.
EFL teachers and learners
EFL teachers, who instruct English in countries where it is neither the national nor a second language, face challenges in developing effective methodologies and supporting English models for their students As noted by Nordquist (2015), this difficulty arises as classrooms and schools increasingly resemble EFL settings rather than traditional ESL environments.
EFL, or English as a Foreign Language, refers to learners whose first language is not English, such as a Korean student learning English in Korea (Nordquist, 2015) This type of language acquisition occurs in environments where English is not the dominant language in the community or educational institutions (Gunderson et al., 2009) Unlike ESL students, EFL learners primarily engage with English during classroom instruction, with limited opportunities for practice outside of school (Oleg, 2000) Additionally, EFL lesson hours are often restricted, as English classes may only be scheduled two to three times a week due to the demands of other subjects in the curriculum.
This article explores key theories related to M-learning research, highlighting their value and reliability based on previous expert findings The theories are organized logically and sequentially for clarity and coherence.
Readiness
Mobile technology readiness
Mobile learning readiness refers to the ability of users to effectively choose and utilize mobile technologies, like tablets and smartphones, as tools for learning (Padmanathan & Jogulu, 2018) Key factors influencing this readiness include educational level (Nwagwu, 2001), gender (Trifonova et al., 2006), and age (MacCallum & Jeffrey, 2009) Additionally, the successful implementation of mobile learning is affected by technology feasibility, student needs, and pedagogical advantages, as highlighted in various studies (Cheung et al., 2011; Alzaza & Yaakub, 2011).
Research by Maniar et al (2008), Fozdar and Kumar (2007), Alzaza and Yaakub (2011), and Attewell (2005) highlights that the readiness for mobile learning (M-learning) primarily depends on learners' perceptions of mobile devices as effective tools for communication, collaboration, and education.
The article examines the enthusiasm of learners for integrating mobile learning (M-learning) into their educational experience, as well as their necessary skills for its effective use It also emphasizes that teachers must be adequately prepared for M-learning to effectively deliver knowledge in a pedagogical way.
M-learning readiness among teachers is crucial and should focus on their technical knowledge, awareness, and motivation (Alzaza, 2012; Mahamad et al., 2010) While Ismail et al (2013) found that many teachers exhibit low M-learning readiness, Mahat et al (2012) reported that trainee teachers show a high level of preparedness Mobile phones enhance access to knowledge regardless of location, as indicated by studies on learners' attitudes toward M-learning (Valk et al., 2010; Gikas & Grant, 2013) Additionally, M-learning not only inspires students but also enriches the learning environment, making education more effective and enjoyable (Jacob & Isaac, 2008; Nordin et al., 2010) It enables students to apply classroom knowledge and fosters informal collaboration and communication among peers (Looi et al., 2010).
Readiness of teachers and students for M-learning
This section explores key factors related to preparedness that will assess the readiness of teachers and students for integrating mobile technology into English learning Educators are essential in leveraging mobile technologies to enhance the quality of education.
In order to effectively integrate mobile technology into English learning, teachers must cultivate a unique blend of skills and knowledge (Ferry, 2009) Prior to implementing mobile learning applications, it is crucial to examine the attitudes and readiness of both teachers and students, as this serves as the foundational phase of the process Yusofa et al (2011) emphasize that readiness involves instructors' willingness and preparedness to embrace new mobile technologies in the classroom Consequently, the teachers' positive attitude toward English mobile learning is identified as a key factor for success, highlighting the importance of their readiness and willingness in the adoption of mobile learning strategies.
This following section presents key factors in users‟ readiness for M-learning. 2.2.2.1 Attitudes to use mobile technology in English teaching and learning
Attitudes towards M-learning have also been explored For example, Wise
In the realm of technology usage, researchers such as Auzmedi (1991; 1992) and Eagly and Chaiken (1998) have explored users' attitudes through cognitive, affective, and behavioral components The cognitive aspect pertains to an individual's beliefs about the technology, as highlighted by Fishbein and Ajzen (1975), while the affective component, as noted by Pham (2020), encompasses emotional responses like liking or disliking the technology Specifically, users' attitudes towards mobile technology in English teaching and learning reflect their observable behaviors and emotional tendencies, indicating whether they view these devices favorably or unfavorably Ultimately, these attitudes reveal the mental processes, perceptions, and emotions—such as trust or distrust—associated with engaging mobile technology in educational contexts.
2.2.2.2 Willingness to use mobile technology in English teaching and learning
Willingness to engage with technology in the classroom is essential for adapting to the evolving expectations of learners (Brown et al., 2014) This learner-driven behavior, often facilitated by smartphones, enhances educational experiences (Woodcock et al., 2012) Furthermore, the use of web 2.0 technologies fosters deeper learning through increased interaction, critical thinking, and collaboration (Liburd & Christensen, 2013) Understanding willingness helps to explore the effectiveness of student response systems and engagement tools in education (Brown et al., 2010) Research indicates that a positive attitude towards mobile device usage leads to greater engagement and participation among users (Jone et al., 2013) Specifically, this willingness reflects the behavioral intentions of EFL teachers and students in utilizing mobile technology for English language learning, highlighting their future commitment to teaching and learning through these devices.
Pham (2020) highlights that technology acceptance in English education is influenced by users' perceptions of the challenges they encounter when using mobile devices Recent research has focused on large-scale technologies and infrastructure systems, emphasizing that technology acceptance is closely linked to individuals' risk perceptions, which are shaped by perceived benefits, barriers, and threats associated with technology Despite advancements in understanding technology acceptance, the impact of individual characteristics, such as technical self-efficacy, on risk perception and acceptance of infrastructure technologies remains underexplored This study aims to empirically investigate how technical self-efficacy affects users' approval, discomfort, and resistance toward mobile technology in education Specifically, it examines users' readiness for M-learning by reviewing key aspects such as attitudes, willingness, and acceptance, particularly among EFL teachers and learners The research will focus on four critical factors: (1) attitudes toward use, (2) manipulation, (3) perceived usefulness, and (4) willingness to adapt mobile technology in English education, ultimately assessing the readiness of teachers and students to embrace M-learning in the context of technology 4.0.
The study investigates the utilization of mobile devices by EFL teachers and students in enhancing their English learning experience, alongside their perceptions regarding investment in mobile English learning resources It further examines users' acceptance of mobile learning (M-learning) by analyzing their engagement with mobile technology and their willingness to pay for such educational tools Additionally, the research explores users' attitudes towards mobile technology and its perceived effectiveness in facilitating English language acquisition.
Continuous changes in mobile technology
In recent decades, while hand tools have seen improvements, the fundamental nature of jobs has largely remained unchanged despite the technological revolution impacting many industries (Biggs, 2020) This stability has facilitated quicker and more efficient decision-making processes, enabling field personnel to receive and prepare modification orders and other critical information from the office Technological advancements, including mobile devices, have been recognized as integral components of the high-tech revolution, with 1G technology first introduced in the early 1980s as a voice-only communication system (Churi et al., 2012).
The evolution of mobile technology began with the introduction of 2G in 1991, which enabled Short Message Service (SMS) and Multimedia Messaging Service (MMS) for picture messaging The advent of 3G brought higher data transmission speeds, enhancing video calling and internet access In 2008, 4G emerged, supporting advanced services like gaming, HD mobile TV, and video conferencing, operating approximately ten times faster than 3G Looking ahead, 5G technology promises to revolutionize connectivity with data rates up to 10 Gbits—100 times faster than the current wired Internet and previous 4G LTE networks Key benefits of 5G include reduced latency of less than 1 millisecond, essential for real-time applications like autonomous driving and telemedicine, as well as the capacity to connect 100 billion devices, facilitating the growth of IoT applications.
Recent advancements in mobile technology have transformed device functionality, enabling bezel-free screens through wireless innovations This allows for larger displays in compact devices and enhances one-handed usability However, challenges such as screen light leakage, accidental edge touches, and increased fragility of bare panels have hindered broader acceptance Consequently, this study aims to explore the capabilities and implications of these modern changes in mobile devices.
This research investigates the readiness of teachers and students for mobile learning (M-learning), emphasizing the availability and capability of technology, as well as the attitudes, acceptance, and willingness to utilize mobile devices To achieve the research objectives, it is essential to synthesize the theoretical foundations related to the preparedness of both instructors and learners.
Technology Acceptance Model (TAM) as the theoretical framework in the current study
Perceived usefulness (PU)
Perceived Usefulness (PU) refers to the readiness for mobile learning (M-learning) and the intention to utilize the system According to Aljuaid et al (2014), it encompasses both the system's capabilities and users' beliefs in its ability to enhance their work efficiency Defined by Davis (1989), perceived usefulness serves as a measure of how technology usage can benefit individuals, reflecting their belief in the potential to improve organizational performance through a specific application system Davis further emphasizes that usability perception is characterized by the conviction that adopting a particular technology will yield advantages and positive effects.
Perceived usefulness (PU) is a critical factor influencing consumer beliefs about the effectiveness of technology in enhancing job performance (Davis, 1989) According to the Technology Acceptance Model (TAM), PU significantly shapes user attitudes towards adopting new technologies, ultimately affecting their intention to use and actual usage (Barkhi et al., 2008) Research emphasizes the importance of improving the perceived usefulness of educational virtual worlds through effective course content (Shen et al., 2009) Numerous studies have demonstrated a statistically significant relationship between PU and the intention to use technology (Islam, 2011a; Lee et al., 2011; Torres et al., 2008; Venkatesh & Morris, 2000) Specifically, PU plays a vital role in influencing behavioral intentions related to mobile device services (Wang et al., 2006) and is a key factor in mobile learning readiness (Aljuaid et al., 2014).
The current study highlights that both EFL teachers and students believe that mobile learning (M-learning) enhances their English teaching and learning performance It emphasizes the value of mobile devices as effective tools for facilitating English language acquisition.
Perceived ease of use (PEOU)
Perceived ease of use (PEOU) is defined by Davis (1989) as the extent to which individuals believe that a computer system is easy to understand and operate Jogiyanto (2007) further explains that this perception reflects the belief that adopting technology can simplify tasks, indicating that if users find an information system straightforward, they are more likely to use it PEOU specifically pertains to the effortlessness associated with utilizing a particular system, suggesting that mobile devices should be user-friendly and capable of resolving technological issues, as perceived by both teachers and students In this context, PEOU evaluates how EFL teachers and students perceive the ease of understanding and using mobile learning (M-learning) for teaching and learning English.
Research indicates that perceived ease of use significantly influences intention to use technology, as highlighted by various studies (Ong et al., 2004; Wang et al., 2006; Yoon & Kim, 2007; Venkatesh, 2000) However, the Online Database Adoption and Satisfaction Model suggests that this impact may be negative (Islam, 2011a) Additionally, Chang et al (2012) found no direct relationship between perceived ease of use and the intention to utilize mobile technology for English learning Consequently, perceived ease of use affects mobile learning readiness (Aljuaid et al., 2014, p 5).
Many researchers have previously utilized the Technology Acceptance Model (TAM) to explore user attitudes and acceptance in education, making it a valuable reference for the current study Given the discussions, employing TAM is justified as it effectively addresses individuals' psychological readiness, willingness, and agreement to adopt technology Additionally, it considers human factors, community habits, and cultural influences, making TAM suitable for assessing the readiness of English as a Foreign Language (EFL) teachers and learners to engage with mobile devices for language learning.
The intention to use mobile technology in English teaching and learning is influenced by various factors, including perceived ease of use (PEOU) and perceived usefulness (PU) PEOU plays a significant role in users' decisions to adopt mobile devices for English language instruction under wireless networks Behavioral intention to utilize technology is a crucial aspect, as it reflects an individual's tendency to use technology, which can be predicted by their attitude, interest, and level of technology use Ultimately, the desire to motivate others to use mobile technology drives its deployment and adoption in educational settings.
The study employs the Technology Acceptance Model (TAM) by breaking down its key components—perceived usefulness (PU) and perceived ease of use (PEOU)—into attitudes, perceptions, and behaviors This approach aims to explore users' intentions regarding the use of mobile technology in English teaching and learning The accompanying figure demonstrates the adaptation of TAM as the theoretical framework for this research.
Figure 2.7 Adapted TAM as the Theoretical Framework for the Current Study
Until now, current research‟s main task is to officially investigate four key factors: (1)
EFL teachers and students exhibit varying attitudes toward the integration of mobile devices in English teaching and learning, highlighting the importance of their willingness to adapt to modern technology The manipulation of mobile technology by users plays a crucial role in enhancing the learning experience Additionally, users' perceived usefulness of mobile devices significantly influences their engagement and effectiveness in the educational process This framework ultimately assesses the readiness of both EFL teachers and students to embrace mobile teaching and learning in the English language context.
Users‟ willingness to adapt to constant changes of mobile technology
Users‟ perceived abilities to use
Figure 2.8 Adopted theoretical frameworks for the current thesis
Perceived Ease of Use: Abilities to use/
Readiness to use M- Learning Intentions to use
Users’ readiness on using mobile devices in English teaching and learning
Review of previous studies
Global studies on M-learning in English as a Foreign Language (EFL) contexts have examined the perceptions of both teachers and students Despite numerous investigations, the official and widespread adoption of M-learning in English education remains an emerging trend in Vietnam, particularly in institutes and large universities This article reviews relevant studies related to the current research.
Recent studies utilizing the Technology Acceptance Model (TAM) have examined the perceptions of teachers and students toward mobile learning (M-learning) A notable study by Cavus et al (2020) surveyed 180 educators from North Cyprus and Russian universities, revealing a strong approval for M-learning that correlates with the teachers' professional experience and age Key factors influencing these perceptions include technology-supported training, material design courses, and university training programs The authors recommend enhancing in-service training for more experienced teachers regarding M-learning However, the study's reliance on surveys and lack of in-depth interviews and classroom observations highlight a gap that the current research aims to address by investigating how teachers and students utilize mobile devices in English language teaching and learning.
The study by Gómez-Ramirez et al (2019) utilized the Technology Acceptance Model (TAM) to investigate the influence of perceptions on M-learning adoption among Colombian university students, collecting data from 878 undergraduates through a self-administered questionnaire Results indicated that TAM constructs have a moderate effect on the intention to adopt M-learning, highlighting the need for further research to enhance M-learning diffusion in developing countries The research employed a quantitative approach, focusing solely on the effectiveness of mobile phones in promoting self-conscious learning among students The authors also recommended that future studies incorporate both quantitative and qualitative methods to provide a more comprehensive understanding of M-learning, revealing a gap that the current study aims to address.
A study by Mekhzoumi et al (2018) involving 675 participants in Malaysia examined the factors influencing the acceptance and adoption of M-learning for English language acquisition The research revealed that students recognized the importance of M-learning, with many having prior experience in using mobile applications for this purpose Key factors identified that significantly impacted students' intention to engage with M-learning included performance expectancy, effort expectancy, social influence, facilitating conditions, and self-management of learning.
Recent research has highlighted the effectiveness of mobile learning (M-learning) applications in enhancing English language acquisition For instance, Zahirah (2019) investigated the use of the Learn English Grammar app among forty first-year university students over a month The findings revealed that participants not only expanded their vocabulary and improved their understanding of sentence structures, but also exhibited increased enthusiasm and engagement in their learning journey, thereby fostering lifelong learning habits While Zahirah's study offered valuable insights into grammar learning through M-learning, incorporating qualitative data from interviews and observations could further enrich future research on this topic.
A study by Putra et al (2020) explored the connection between students' perceived effects of the "Hello English" app and their intention to use it, involving 24 male and 73 female participants The bivariate correlation analysis revealed a significant positive relationship between perceived effects and the intention to utilize mobile technology, with gender differences having no substantial impact Additionally, the research indicated that students who used "Hello English" for over three months reported a greater improvement in their communicative competence compared to those who used the app for a shorter duration.
Ardi's (2017) study investigated the use of a social networking learning management system at a Malaysian university, focusing on how the Schoology M-learning platform promoted learner autonomy in an English for Academic Purposes (EAP) class at an Indonesian higher education institution This qualitative case study involved twenty-one students in a blended learning environment The results indicated that the Schoology M-learning platform empowered students to take charge of their learning by allowing them to choose materials, manage their learning processes, and study English at their own pace, time, and location Additionally, the media-rich resources motivated students to explore further online materials.
Numerous researchers have employed the Technology Acceptance Model (TAM) to explore the perspectives of educators and students regarding mobile technology's role in teaching and learning Notable studies include those by Dashti and Aldashti (2015), Nassuora (2012), Liu (2011), and Williams, highlighting the growing interest in understanding how mobile tools influence educational experiences.
(2009), Yuan-Kai (2004), Ghried (2015), Abdulhafeth and Mahmoud (2013), Begum
Dashti and Aldashti (2015) conducted a survey using a questionnaire to assess the attitudes of EFL teachers and students towards mobile learning (M-learning), revealing that both groups share positive views on utilizing wireless technology for teaching and learning materials Similarly, Nassuora (2012) examined the potential of M-learning in higher education through a questionnaire based on the unified theory of acceptance and use of technology (UTAUT), finding that 80 students expressed strong interest in M-learning However, the study highlights a gap regarding teachers' readiness for M-learning, indicating an area for further investigation.
In a 2011 case study, Liu developed two adoption frameworks for basic and tertiary education, highlighting the importance of perceived long-term usefulness in educational systems alongside utilitarian and hedonic aspects The study emphasizes that classifying systems based on their goals—utilitarian, hedonic, or instructional—can enhance the understanding of IT innovation adoption in education.
Williams (2009) utilized the UTAUT model to assess the acceptance of M-Learning effectiveness among both a control group and a treatment group engaged in Face-to-Face interactions The results indicated that UTAUT factors significantly impacted M-Learning acceptance However, the research offered limited insights into the M-Learning environment compared to other technological contexts This qualitative experimental analysis was conducted without the use of questionnaires, employing mixed methods similar to the current thesis.
According to Yuan-Kai's 2004 study, context awareness and adaptation play crucial roles in mobile learning, enabling the learning process to detect and respond to contextual changes This context-aware approach to M-learning aims to provide a more dynamic and responsive learning experience However, the study also highlighted the challenges users face in terms of context awareness and modifications, underscoring the need for more effective and adaptable mobile learning solutions.
A study conducted by Ghried (2015) gathered quantitative data on the effectiveness of Mobile-Assisted Language Learning (MALL) from both English teachers and students, revealing a positive perception from both groups The findings indicate that MALL has the potential to enhance teaching and learning experiences It is important to note, however, that qualitative data were not included in this research.
A study by Abdulhafeth and Mahmoud (2013) examined the impact of mobile phones on EFL learning achievement and student attitudes, revealing favorable attitudes among students towards using cell phones in the classroom However, this study only focused on student attitudes, neglecting to survey teacher attitudes To fill this gap, a case study was conducted, collecting data through interviews and observations to investigate teacher attitudes towards mobile phone integration in EFL classrooms.
Begum (2011) explored the use of SMS-based exams among 100 EFL students to assess mobile phones as instructional tools, utilizing questionnaires, teacher interviews, and classroom observations The results indicated that while mobile phones hold potential for educational use, many teachers view them as distractions in the classroom Similarly, Nah et al (2008) conducted a listening experiment with undergraduate EFL students grounded in various educational theories and methodologies, revealing that learners had positive attitudes towards using a WAP site to enhance their listening skills This study highlighted the ability of mobile technology to motivate language learners and foster active participation However, there remains a gap in understanding EFL teachers' and students' perceptions and intentions regarding mobile technology, as these aspects were not examined through questionnaires, interviews, or observations.
The research gaps and justification for the current study
A review of related studies on M-Learning, both internationally and in Vietnam, reveals that while the Technology Acceptance Model (TAM) has been utilized, there are notable gaps Specifically, existing research has not adequately addressed the readiness aspect of M-Learning using TAM, nor have the research designs been sufficiently robust to explore this issue comprehensively.
Most studies reviewed utilized the Technology Acceptance Model (TAM) to assess the perceptions of both teachers and students regarding the usefulness of M-Learning and mobile technology, particularly mobile phones Research has primarily concentrated on students' attitudes towards M-Learning (Cavus et al., 2020), the correlation between students' perceived effects and their intention to use the "Hello English" application (Putra et al., 2020), acceptance levels of M-Learning (Lin et al., 2020), and the overall influence of M-Learning (Gómez-Ramirez et al., 2019), as well as specific applications designed to teach English grammar (Zahirah).
In recent years, various studies have explored the impact of mobile applications on English language learning, highlighting their effectiveness in promoting learner autonomy within English for Academic Purposes (EAP) contexts (Mekhzoumi et al., 2018; Ardi, 2017) Research has also examined the adoption of mobile phones and tablets in English learning environments, demonstrating their growing importance (Dang & Nguyen, 2014) Additionally, the attitudes and perceptions of both teachers and learners towards mobile technology in education have been analyzed, revealing diverse insights into its role in enhancing teaching and learning experiences (Dashti & Aldashti, 2015; Nassuora, 2012; Liu, 2011; Williams, 2009; Ghried, 2015).
Previous studies, including those by Yuan-Kai (2004), Abdulhafeth & Mahmoud (2013), Begum (2011), and Nah et al (2008), have not utilized the Technology Acceptance Model (TAM) to investigate the readiness concerning the capabilities and intentions of using mobile learning (M-Learning) for English teaching and learning at the university level.
The reviewed studies primarily utilized questionnaires to gather survey data from teachers and students, with some incorporating interviews In contrast, the current research employed a mixed-method approach featuring a triangulation design, which included questionnaires, in-depth interviews, and class observations to assess the readiness of both teachers and students for M-Learning.
Contributions from the thesis
This study introduces a novel approach by utilizing the Technology Acceptance Model (TAM) to examine university-level readiness and perceived abilities in using mobile learning (M-learning) for English teaching and learning Previous research primarily focused on student perceptions of M-learning's usefulness, particularly regarding mobile devices like smartphones Studies have explored various aspects, including students' attitudes towards M-learning (Cavus et al., 2020), the relationship between perceived effects and intentions to use specific English learning applications (Putra et al., 2020), acceptance levels of M-learning (Lin et al., 2020), and the influence of M-learning on educational outcomes (Gómez-Ramirez et al., 2019) Additionally, research has investigated how M-learning platforms promote learner autonomy in English for Academic Purposes (EAP) (Ardi, 2017), the adoption of mobile phones and tablets for English learning (Dang & Nguyen, 2014), and the perspectives of both teachers and learners regarding mobile technology in education (Dashti).
Aldashti, 2015; Nassuora, 2012; Liu 2011; Williams, 2009; Ghried, 2015; Yuan-Kai,
The current study builds on the Technology Acceptance Model (TAM) by incorporating the concept of readiness, focusing on English as a Foreign Language (EFL) teachers' and students' perceived ease of use (PEOU) and their proficiency in utilizing mobile devices for teaching and learning It aims to investigate users' perceptions, willingness, and acceptance of mobile learning (M-learning) Specifically, the research examines EFL teachers' and students' attitudes towards mobile technology in English education, including their ease of use, ability to manipulate devices, and willingness to adopt these technologies.
The current study utilized a mixed-method approach with a triangulation design, incorporating questionnaires, in-depth interviews, and class observations to assess the readiness of both teachers and students for M-Learning This methodology provided deeper insights into the perceptions and realities of using mobile devices in English teaching and learning Consistent findings from the questionnaires indicated that both groups felt prepared to implement M-Learning, while class observations reinforced these results by showcasing the actual use of mobile devices in classroom settings By collecting data from both EFL teachers and learners, the study effectively captured diverse perspectives on the issue of M-learning, enhancing the overall analysis.
The study investigates the integration of mobile technology in education, particularly in teaching and learning English, reflecting the global trend of digital adoption It aims to understand the acceptance of mobile learning (M-learning) among learners and educators, identifying key factors that influence its adoption By examining the attitudes of EFL teachers and students toward M-learning, the research highlights the necessity of embracing this innovative approach in the educational context.