Exploring English Learners’ Intentions to Switch to Mobile Assisted Language Learning (MALL): Push and Pull Framework
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The main purpose of this study is to explore the push and pull effects for English learners’ intentions to switch to mobile assisted language learning (MALL). This paper empirically evaluates three pull effects (Generalized Content, Delayed Feedback, and Isolated Learning Activities) and three push effects (On-demand Learning, Accessibility, and Ubiquity) that affect English as a foreign language (EFL) learners’ intentions to switch to MALL. The results with data collected from actual MALL users show that all proposed constructs with the exception of isolated learning activities had a significant positive impact on EFL learner’s’ intentions to switch to MALL. The findings of this study may help to understand EFL learners' behaviors in a future where they switch from one learning environment to another. Furthermore, considerations and guidelines for MALL to improve language learning applications are provided.
Abstract
The main purpose of this study is to explore the push and pull effects for English learners’ intentions to switch to mobile assisted language learning (MALL). This paper empirically evaluates three pull effects (Generalized Content, Delayed Feedback, and Isolated Learning Activities) and three push effects (On-demand Learning, Accessibility, and Ubiquity) that affect English as a foreign language (EFL) learners’ intentions to switch to MALL. The results with data collected from actual MALL users show that all proposed constructs with the exception of isolated learning activities had a significant positive impact on EFL learner’s’ intentions to switch to MALL. The findings of this study may help to understand EFL learners' behaviors in a future where they switch from one learning environment to another. Furthermore, considerations and guidelines for MALL to improve language learning applications are provided.
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