高中生英语移动学习行为意向的调查研究.docx

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Title: Investigating the Mobile Learning Behavior Intention of High School Students in English Education
Abstract:
With the rapid advancements in mobile technology, utilizing mobile devices for learning has become prevalent in educational settings. This study aims to investigate the intentions of high school students to engage in mobile learning for English education. The research explores the factors influencing their behavior intention, such as perceived usefulness, perceived ease of use, attitude towards mobile learning, and subjective norms. Data was collected through a questionnaire survey, and the results indicated that high school students have a positive attitude towards mobile learning and perceive it as useful and easy to use. Additionally, subjective norms were found to be a crucial factor in influencing their intention to engage in mobile learning for English education. The findings have significant implications for promoting and enhancing mobile learning practices in English education.
Introduction:
Mobile devices have become an integral part of our daily lives, and this has extended to the realm of education. High school students are increasingly using mobile devices for various purposes, including learning. English education, being a core subject in the curriculum, calls for exploration of the mobile learning behavior intentions of high school students. This study aims to fill this research gap by investigating the factors influencing high school students' intentions to engage in mobile learning for English education.
Literature Review:
Mobile learning refers to the use of mobile devices for educational purposes, enabling students to access learning resources anytime and anywhere, with the potential to enhance learning outcomes and engage students actively. Previous studies have identified several factors that influence individuals' behavior intention to use mobile learning. These factors include perceived usefulness, perceived ease of use, attitude towards mobile learning, and subjective norms.
Perceived usefulness is the extent to which individuals perceive that using mobile learning can improve their English language skills and overall academic performance. Perceived ease of use refers to the extent to which individuals perceive that using mobile learning is easy and user-friendly. Attitude towards mobile learning reflects the positive or negative feelings and emotions individuals have towards engaging in mobile learning. Subjective norms refer to the social pressures and influence exerted by peers, family, and teachers regarding the use of mobile devices for learning.
Methodology:
To investigate the mobile learning behavior intention of high school students in English education, a quantitative research approach was employed. A self-developed questionnaire was administered to a sample of high school students. The questionnaire consisted of items measuring perceived usefulness, perceived ease of use, attitude towards mobile learning, subjective norms, and behavioral intention. The participants were asked to rate their responses using a five-point Likert scale.
Results and Discussion:
The data collected from the questionnaire survey was analyzed using appropriate statistical methods, including descriptive statistics and correlation analysis. The results indicated that high school students have a positive attitude towards mobile learning, perceiving it as useful and easy to use. The findings also revealed a significant positive correlation between perceived usefulness and behavioral intention, indicating that students who perceive mobile learning as useful are more likely to engage in it for English education.
Moreover, subjective norms were found to have a significant influence on the behavioral intention of high school students. This suggests that peer influence, family support, and teacher endorsement play a crucial role in encouraging students to engage in mobile learning for English education. This finding highlights the importance of creating a positive social environment that supports and promotes the use of mobile learning among high school students.
Conclusion:
This research study provides valuable insights into the mobile learning behavior intentions of high school students in English education. The findings highlight the significance of perceived usefulness, perceived ease of use, attitude towards mobile learning, and subjective norms in influencing their intention to engage in mobile learning. Educational institutions, policymakers, and teachers should recognize the potential benefits of mobile learning and foster an environment that supports its integration into English education. By capitalizing on the positive attitude and perceived usefulness of high school students towards mobile learning, educational stakeholders can enhance the learning experiences and outcomes in English education.