A mixed-methods study of factors affecting the acceptance of m-learning

Mobile learning (m-learning) plays an increasingly significant role in language learningin higher education. However, the successful implementation of m-learning in higher education depends on users’ acceptance of this technology type. The purpose of this paper wastwo-fold: (a) to determine the factors that would affect university students’ intentions to accept m-learning and (b) to identify their attitudes toward m-learning. We, therefore, administered a 6-point likert type scale consisting of 44 closed-ended items to 177 intermediate and advanced EFL learners at Iranian universities. A followup open-ended questionnaire was sent to 35 language learners who had completed the scale. The results of structural equation modelling analysis showed that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were significant determinants of behavioral intention of m-learning acceptance. Although there were some differences between intermediate and advanced learners in accepting m-learning, the results of an independent t. test showed these differences were not statistically significant. Qualitative analyses of learners’ attitudes revealed thatthey thought mobile devices were easy to use and effective for language learning, and they were quite satisfied with the mobile technology to enhance their language performance. The results of this study confirm the usefulness and utility of Unified Theory of Acceptance and Use of Technology.