Perceived convenience and technology acceptance of mobile applications of the pre-service teachers in learning English

Abstract

This research delves into how perceived convenience influences technology acceptance in English mobile learning applications among pre-service teachers majoring in English at a state university in the Philippines. Using an extended Technology Acceptance Model, the study utilized a survey to gauge opinions on mobile learning applications, considering factors like convenience and adoption. The results, analyzed using PLS-SEM software, highlight a strong link between perceived convenience and technology acceptance among pre-service teachers majoring in English. Demographic analysis underscores the need for personalized strategies based on age, gender, and academic levels. Overall, respondents show enthusiasm for mobile learning’s adaptability in learning English. Their unanimous agreement on convenience solidifies its status as a flexible and favored approach. The positive attitudes towards ease of use and usefulness emphasize the importance of English mobile learning systems. The study’s implications advocate tailored approaches for educators and policymakers, emphasizing user-friendly systems and paving the way for mobile learning apps to enhance English proficiency.