This dissertation aims to explore how university students use mobile technology for their self-directed language learning and investigate factors influencing their self-directed learning with... Show moreThis dissertation aims to explore how university students use mobile technology for their self-directed language learning and investigate factors influencing their self-directed learning with mobile technology. It contributed to theoretical and practical knowledge of self-directed language learning using mobile technology outside the classroom in higher education. The research aims of the dissertation were twofold. First, it was aimed at increasing our understanding of the learning experience of learners’ self-directed learning process while preparing for IELTS (International English Language Testing System). Second, it was aimed at suggesting implications for improving the effectiveness of self-directed learning, with implications for learners, educators, and IT practitioners. Four studies were performed focused on (1) an overview of the learning strategies that learners used in their self-directed learning assisted by mobile technology; (2) self-directed learners’ learning process while preparing for the IELTS on their own; (3) language learners’ behavioral intention towards and actual use of mobile technology in self-directed learning; and (4) language learners’ engagement, satisfaction, and persistence in the context of informal, self-directed language learning using mobile technology. In sum, the conclusions of the four studies will inform self-directed learners, educators, and software developers on how to effectively enhance self-directed learning with mobile technology. Show less
Mobile technology offers great potential for university students’ language learning. Numerousstudies have been conducted on utilizing mobile technology in language learning classroom.However, using... Show moreMobile technology offers great potential for university students’ language learning. Numerousstudies have been conducted on utilizing mobile technology in language learning classroom.However, using it in self-initiated and self-directed learning outside class remains to be explored.The present study employed the integrative model of behavior prediction to investigate the re-lationships between attitude, subjective norm, self-efficacy and behavioral intention, as well asthe association between intention, facilitating conditions, self-regulation skills and actual use ofmobile technology in self-directed language learning. This study also examined whether self-regulation skills moderated intention and actual use. Survey data from 676 language learnersin different disciplines from Chinese universities were collected and analyzed using structuralequation modeling approach. The results showed that 37.1 percent of respondents indicated thatthey never used mobile technology for self-directed language learning. Of the other 425 re-spondents who did indicate that they used mobile technology for this purpose, the majority ofthem seemed to be extrinsically motivated. Learning activities regarding vocabulary acquisitionand translation were far more reported than those in terms of listening, speaking, reading andwriting. In addition, attitude and subjective norm significantly explained students’ intention touse mobile technology, but self-efficacy did not have a direct effect on students’ intention.Moreover, students’ self-regulation skills and intention significantly predicted students’ actual useof mobile technology. Through moderation analysis, the results indicated that the relationshipbetween intention and actual behavior would be stronger with any increase in self-regulationskills. These findings are discussed and implications are formulated. Show less
