High School Students’ Acceptance And Use Of Mobile Technology In English Learning ——A Modified UTAUT2 Model

In the context of "Internet+",an in-depth study on the acceptance of mobile learning（M-learning）has implications for further exploring the M-learning behaviour of high school students,curriculum and teaching mode,and promotion of English M-learning products.The study group comprised of 1038 students attending seven different high schools in Guiyang city as valid samples,and a series of studies were carried out to explore the Behavioral Intention（BI）and Use Behavior（UB）of acceptance and use of technology in high school students’ English learning.The following describes the research questions this study addressed:（1）What are the attitudes of high school students regarding the best practices and acceptable uses of mobile devices as learning tools?（2）How do students perceive the future use of mobile devices as tools for learning?This paper offered different hypotheses on the basis of the Unified Theory of Acceptance and Use of Technology 2（UTAUT2）model proposed by Venkatesh et al.（2012）to study the acceptance of English M-learning for high school students,and to construct a suitable English M-learning model for high school students.Data was collected using questionnaires supplemented by semi-structured interviews.The statistical methods included reliability analysis,exploratory factor analysis（EFA）,confirmatory factor analysis（CFA）,descriptive analysis,difference analysis,and structural equation modelling（SEM）by using SPSS 26.0 and AMOS 26.0.The conclusions are as follows:（1）The difference analysis indicated that among the four acceptance variables,gender had no significant effect on Performance Expectancy（PE）,Effort Expectancy（EE）,Social Influence（SI）,Facilitating Conditions（FC）,Hedonic Motivation（HM）,Price Value（PV）,Habit（HT）,BI,and UB,whilst the English test scores,age,and usage time had noticeable effects on the acceptance of M-learning.For analysis of English test scores and age,all seven dimensions are significantly correlated except for FC and HM,and students from Grade 12 are more susceptible to PE,EE,SI,PV,H,BI and UB than Grade 10.Except for PE,HM and PV,the usage time was significantly correlated with the six dimensions.（2）The SEM showed that the four dimensions of PE,SI,HM,and HT impacted UB.Notably,EE,FC and PV had a positive,but not significant effect on UB.The reason is that EE,FC and PV influenced BI directly and positively,and BI passed the direct positive influence on UB.Following this,this study developed a simplified equation model more suitable for high school students.（3）The results of interviews with students,teachers and parents indicated that influencing factors of English M-learning were positive and negative.Positive factors involved high-quality online learning resources,recommendations from teachers and classmates,and the portability of mobile devices.Negative factors included application fees,low learning efficiency,parents’ restrictions,small screens or poor performance of devices,advertisements embedded in the applications,and teachers’ unfamiliarity with software operation.Collectively,this paper offers different recommendations for teachers and software developers respectively,to improve the efficiency of M-learning for high school students.