Abstract
The present study used Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish how grade 10 English First Additional Language (EFAL) learners experience learning English vocabulary with mobile devices. The study employed a quantitative research design. A convenience sample of 251 grade 10 EFAL learners from one school completed an online questionnaire based on the TAM constructs namely, perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU) and behavioural intention to use (BI). The reliability of the questionnaire was computed using Cronbach’s alpha which measures the internal consistency of a measuring instrument. Consequently, a Cronbach’s alpha value of 0.841 was obtained which shows good internal consistency. Data collected through the online questionnaire were analysed using the Statistical Package for the Social Sciences (SPSS) version 26 to generate descriptive statistics. The findings from the PU construct revealed that the respondents had positive experiences in terms of the usefulness of mobile devices for learning English vocabulary. The findings relating to the PEOU construct revealed that the respondents perceive mobile devices as easy-to-use devices for learning English vocabulary. In terms of the ATU construct, the findings showed that the respondents had a positive attitude towards the use of mobile devices for learning English vocabulary. Finally, for the ATU construct, the respondents indicated that they will continue to learn English vocabulary with mobile devices. Therefore, based on the findings from PU, PEOU, ATU and BI constructs, it could be concluded that the respondents had had good experiences regarding the use of mobile devices in the learning of English vocabulary.
M.Ed. (Information and Communication Technology in Education)