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The role of intrinsic and extrinsic motivation in promoting mobile learning for English learning.

정희정
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2015.12|영어교육연구 (English Language Teaching)|제27권 제4호|pp. 71-89|DOI 10.17936/pkelt.2015.27.4.004

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참고문헌

키워드

intrinsic motivationextrinsic motivationmobile assisted language learningpeer infulencefacilitating condition
주제분류영어와문학

초록

Mobile technology is now widely used in our society, including the educational field. Despitethe rapid increase in the usage of mobile technology by English learners, there is a dearth ofresearch investigating learners’ intrinsic and extrinsic motivation related to the adoption ofmobile learning (m-learning). The main goal of this study is to propose and validate a researchmodel that can explain English learners’ actual use of m-learning by focusing on learners’motivation. The intrinsic motivation includes Perceived Ease of Use, Reduced Anxiety, andEnjoyment, while Perceived Usefulness, Peer Influence, and Facilitating Condition areclassified as extrinsic motivation. The proposed research model suggests the positiverelationships between these six variables and English learners’ intentions to use mobile assistedlanguage learning (MALL). A total of 428 responses were collected from the current m-learningusers. The structural Equation Modeling (SEM) was used to analyze causal relationships amongthe variables in the research model. The results show evidence that supports the testedhypotheses with the exception of Peer Influence. The academic and practical implications of thefindings suggest a new direction for future studies on using MALL for English learning.

Abstract

Mobile technology is now widely used in our society, including the educational field. Despitethe rapid increase in the usage of mobile technology by English learners, there is a dearth ofresearch investigating learners’ intrinsic and extrinsic motivation related to the adoption ofmobile learning (m-learning). The main goal of this study is to propose and validate a researchmodel that can explain English learners’ actual use of m-learning by focusing on learners’motivation. The intrinsic motivation includes Perceived Ease of Use, Reduced Anxiety, andEnjoyment, while Perceived Usefulness, Peer Influence, and Facilitating Condition areclassified as extrinsic motivation. The proposed research model suggests the positiverelationships between these six variables and English learners’ intentions to use mobile assistedlanguage learning (MALL). A total of 428 responses were collected from the current m-learningusers. The structural Equation Modeling (SEM) was used to analyze causal relationships amongthe variables in the research model. The results show evidence that supports the testedhypotheses with the exception of Peer Influence. The academic and practical implications of thefindings suggest a new direction for future studies on using MALL for English learning.

참고문헌 (43)

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