Perceptions of Self-Learners of English Toward Mobile Language Learning: Technology Acceptance Model and Constructivist Learning Theory Perspectives

Introduction

In today’s globalized world, technological innovations have emerged as promising tools that offer learners new ways to learn foreign languages effectively. Mobile learning (m-learning) integrates mobile technology and digital learning and refers to learning a language using portable electronic devices such as smartphones and tablets, which are available anytime and anywhere (Kukulska-Hulme & Shield, 2008; Sandberg et al., 2011). In this mode of learning, individuals use specifically designed mobile applications (i.e., apps) to learn a language or advance their existing language skills (Duman et al., 2015). M-learning seems to have become an integral component of modern language education (Elaish et al., 2023; Yuan et al., 2023). This is often attributed to its ability to empower learners to take control of their learning and seek out opportunities for language practice (Botero et al., 2019; Kohnke, 2023).

Nevertheless, the success of m-learning depends primarily on learners’ perceptions and acceptance of this learning mode, which can be influenced by various factors, such as cultural background, previous learning experiences, and individual characteristics and preferences (Botero et al., 2018; Cheng, 2015; Hao et al., 2017). A review of previous research on the use of m-learning reveals that the majority of studies have focused on these tools’ implementation by teachers or researchers in formal educational settings, mainly higher education institutions (e.g., Abu-Ayfah, 2020; Almekhlafy & Alzubi, 2016; Aloraini & Cardoso, 2022; Chang et al., 2012; Hsu & Lin, 2022; Jeong, 2022; Peng et al., 2023). A few studies have also investigated the perceptions of K-12 students toward m-learning platforms (e.g., Aziz et al., 2018; Gharehblagh & Nasri, 2020). However, to my knowledge, only a very small number of studies (e.g., Godwin-Jones, 2019; Reinhardt & Thorne, 2020) have attempted to examine the perceptions of self-learners of English as a foreign language (EFL) toward m-learning apps, and there is a lack of such research in the Arab world. In the context of this study, the term “self-learners” refers to individuals who learn English independently—i.e., without receiving any formal language instruction (Aljasir, 2022). They take the initiative to learn English on their own, including setting goals and monitoring their progress. Nonetheless, the m-learning literature is dominated by classroom-based studies while overlooking learners’ own use of this learning mode, their preferences in selecting apps, and the language skills they are keen to develop (Ganapathy et al., 2016; Ma, 2017). As Stockwell (2007) suggested, research on m-learning in classroom settings will yield different findings when learners are allowed to make their own choices about the use of m-learning outside the classroom. This is probably because in informal settings, learners have the freedom to select the tasks and activities that they find engaging and that cater to their preferred style and pace of learning (Kukulska-Hulme, 2012).