Wednesday, July 7
2:45 PM-3:00 PM
EDT
Room 1

English First Additional Language learners’ acceptance of learning English vocabulary with mobile devices

Brief Paper: Research Based (Live Presentation) ID: 59047
  1. aaa
    Rabaitse Diseko
    University of Johannesburg
  2. Thersy Mangena
    University of Johannesburg

Abstract: All South African learners whose home language is not English are required to take English First Additional Language (EFAL) at school. Learning vocabulary is one of the major challenges that EFAL learners encounter during the process of learning the English language. The advancement of mobile devices in the classroom provides learners with highly interactive technological learning activities that can engage and motivate English learners in learning vocabulary. This 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 constructs of the Technology Acceptance Model, namely perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use. The data that were collected through the online questionnaire were analysed using the Statistical Package for the Social Sciences (version 26) to generate descriptive statistics. The findings revealed that the respondents had positive experiences in terms of the usefulness of mobile devices for learning English vocabulary, perceived mobile devices as easy-to-use devices for learning English vocabulary, had a positive attitude towards the use of mobile devices for learning English vocabulary, and would continue to learn English vocabulary with mobile devices.

No presider for this session.

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x