Factors in Using Mobile-Assisted Language Learning Tools and Their Relation to Students' Behavioral Intention

This study, grounded in the Technology Acceptance Model (TAM), aimed to explore the factors influencing the utilization of Mobile-Assisted Language Learning (MALL) among Grade 7 modular distance learners at Sto. Domingo National Trade School in the Philippines. The collected data yielded positive responses in terms of perceived usefulness, perceived ease of use, and attitudes towards MALL, underscoring its positive impact on modular distance learning. Learners expressed a favorable perception of MALL's value and convenience, fostering a conducive environment for integrating it into English instruction in remote learning. The study found that students exhibited a willingness to adopt MALL tools for habitual, future, and interactional use. This indicates their positive disposition towards incorporating MALL into their learning routines, suggesting its potential for enhancing English language skills and facilitating interaction among students. However, it's noteworthy that the study did not establish significant relationships between the TAM components and students' behavioral intentions, challenging the applicability of the TAM model in this context. These results suggest that students, who are digital natives accustomed to mobile technology, may consider other factors beyond perceived usefulness and ease of use when determining their intentions. Limitations include a relatively small and homogenous sample of digitally native learners, limiting the generalizability of the findings. Future research could explore the influence of additional external variables on behavioral intentions and involve a more diverse participant pool. Moreover, the study recommends revising the TAM model to account for evolving user demands and examining contemporary mobile learning infrastructures. In light of these findings, practical recommendations include providing relevant and up-to-date mobile learning content, offering tutorials for new users, investing in ICT development, and carefully selecting MALL tools aligned with curriculum objectives. It is also crucial to consider MALL as a supplementary support rather than a replacement for traditional teaching methods.