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6FACTORS INFLUENCING ACCEPTANCE TO USE M-LEARNING (MOBILE LEARNING) AND CALL (COMPUTER ASSISTED LANGUAGE LEARNING) IN ELT (ENGLISH LANGUAGE TEACHING): AN APPROACH TO THE PHENOMENON OF SELF-STUDYING THROUGH THE MULTIFUNCTIONAL MOBILE TECHNOLOGIES
Bekiyeva Maral Batyrovna, Mamutniyazova Dilnoza Rozumbayevna, Akmyradova Aylar Yagshygeldiyevna, Oguz Han Engineering and Technology University of Turkmenistan, Ashgabat, Turkmenistan E-mail: dilnozarozumbayevna@gmail.com
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Abstract. This scientific research paper investigates the factors influencing
the acceptance and use of Mobile learning (M-learning) and Computer assisted language learning (CALL) in English language teaching (ELT). The study explores the phenomenon of self-studying through multifunctional mobile technologies and identifies the key factors that affect learners' adoption and continued use of these technologies.
Key words: CALL (Computer assisted language learning), MALL (Mobile assisted language learning), ELT (English language teaching), self-study, technical support, teaching methodology, research questions.
Introduction
In recent years, there has been a growing interest in the use of mobile learning (M-learning) and computer-assisted language learning (CALL) in English language teaching (ELT). Mobile learning refers to the use of mobile devices, such as smartphones and tablets, to support learning. CALL refers to the use of computers and other digital technologies to support language learning. Both M-learning and CALL offer a number of potential benefits for ELT. For example, they can provide learners with access to learning materials and activities anytime, anywhere. They can also help learners to personalize their learning experience and to learn at their own pace. However, there are also a number of challenges associated with the use of mobile learning and CALL in ELT. For example, learners may not have access to the necessary devices or they may not be familiar with the technology. Additionally, M-learning and CALL can be expensive to implement and maintain. In order to successfully implement mobile learning and CALL in ELT, it is important to understand the factors that influence learners' acceptance of these technologies. This
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study investigates the factors that influence learners' acceptance of mobile learning and CALL in ELT.
Literature Review
A number of studies have investigated the factors that influence learners' acceptance of mobile learning and CALL. These studies have identified a number of factors that are important, including:
- Perceived usefulness: Learners are more likely to accept mobile learning and CALL if they believe that these technologies will be useful for their learning.
- Perceived ease of use: Learners are more likely to accept mobile learning and CALL if they believe that these technologies are easy to use.
- Attitude: Learners' attitudes towards M-learning and CALL can influence their acceptance of these technologies.
- Social influence: Learners are more likely to accept mobile learning and CALL if they see their peers and teachers using these technologies.
- Technical support: Learners need access to technical support in order to use M-learning and CALL effectively.
Methodology
This study used a mixed methods research design. A quantitative survey was used to collect data from a sample of 100 learners. The survey measured learners' perceptions of the usefulness, ease of use, attitude, social influence, and technical support for M-learning and CALL. A qualitative interview study was also conducted with a sample of 10 learners. The interviews explored learners' experiences with mobile assisted language learning and CALL and their perceptions of the factors that influence their acceptance of these technologies.
Results
The results of the quantitative survey showed that the most important factors influencing learners' acceptance of mobile learning and CALL were perceived usefulness, perceived ease of use, and attitude. Social influence and technical support were also found to be important factors, but to a lesser extent. The results of the qualitative interview study supported the findings of the quantitative survey. Learners reported that they were more likely to accept mobile learning and CALL if they believed that these technologies would be useful for their learning, if they were easy to use, and if they had a positive attitude towards these technologies.
Discussion: The findings of this study suggest that a number of factors influence learners' acceptance of mobile learning and CALL in ELT. These factors include perceived usefulness, perceived ease of use, attitude, social influence, and technical support. These findings have implications for the design and implementation of mobile assisted language learning and CALL in ELT. In order to successfully implement mobile learning and CALL, it is important to develop technologies that are useful, easy to use, and appealing to learners. It is also important to provide learners with access to technical support and to create a positive learning environment.
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Conclusion
This study investigated the factors that influence learners' acceptance of mobile learning and CALL in ELT. The findings of the study suggest that a number of factors are important, including perceived usefulness, perceived ease of use, attitude, social influence, and technical support. These findings have implications for the design and implementation of mobile learning and CALL in ELT.
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