Technology Continuance Theory – Continuing aimed at using mobile education for second language editing based on models of acceptance of technology and self -determination theory
Introduction: According to this study, the fact that there is a constant intention to use mobile education for the acquisition of Chinese students based on the model of acceptance of technology and the theory of self -determination.
Technology Continuance Theory
Method: One hundred and seventy graduates participated in the survey and a modeling of structural equations is organized to evaluate the validity of integrated models and assumptions.
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Results: The conclusions show that support for the instructor can significantly estimate autonomy, ability and relative. Autonomous capabilities and capabilities are positively related to the purpose of using mobile mobile use for the acquisition of English. There is a significant relationship with the ease of using relatives, but they are not related to the purpose of the continuity of direct learning. Relationships are positive and meaningful in the purpose of ease and continuity to adopt mobile education. In addition, the result shows that the coach can guess support, autonomy, relative, capacity and ease of use of Chinese students in order to use m learning in order to use M, 70.5%of the total variants of these five variables.
Conclusion: These results thus support the model integrated into the experience, which can be used as a theoretical framework in the future study on mobile education in the context of higher education. In addition, the results of this study have many practical results for universities and professors.
Mobile learning (M-learning) has become more and more popular with students in the last decade because mobile technology provides students with more convenient and flexibility than traditional classes, which have been able to learn them and wherever they want (Dahl et al. 2022; Jawaire, 2023). As a new electronic learning approach based on mobile technology (Almaya and Almulehem, 2018), M-Learning is playing an important role in formal and informal education (Cheon in Al., 2). MAKE LEARNING HAS HELPED TO CONVERTED TRADITIONAL TEACHING TEACHING METHODS IN STUDENT CONCERNED EDUCATION METHODS (Herring At Al., 2; Reddy in Al., 2). MAKE LEARNING MAY ARE ALL TYPE OF EDUCATION IN DIFFERENT STAGES. Specifically, university and university students can easily adopt MAKING MAKE, as they have self-evil education tools (dichopoles and chrompton, 2020; nepti et al., 2021). In general, M learning has become an essential tool of teaching and learning in higher educational institutions, as it can positively affect the learning learning attitude and can improve your opinion on rapid and easily accessible learning activities (Obanon and Thomas, 2).
A great organization of literature inspected learning m in the context of higher education. Specifically, in some study, the use of mobile technology to improve language education and maintain educational methods has been examined. However, in relatively low research, applications and use of mobile language support language education (mall) have been examined in higher education institutions, especially in developing countries (Today, 2020). In particular, the Chinese graduates have constantly examined the use of learning m for the acquisition of a second language and, therefore, in this regard, it is expected that this study will lead and cover the gaps in the area. Two questions have been proposed in this study: What are the factors that estimate the purpose of the continuity of Chinese graduates to use MEAKING MEETING for second language acquisition? What are the relationships between these factors? Subsequently, the results were used to evaluate the validity of the integrated model based on self -association (SDT) and the technology acceptance model (TAM). In addition to empirically verifying the SDT-based integrated models and also used as a theoretical framework for future education research, the results of this study make us understand the purpose of Chinese students to participate in learning M. In this sense, this study offers many recommendations for students to continue using M-Learning for second-language editing and increasingly fostering the use of students to improve.
Pdf) Extending The Role Of Technology Continuance Theory And Task Technology Fit With Pre-technology Adoption And Post-technology Adoption Behaviors
Scholars have given various definitions of learning M. Some scholars (Sharpals, 2000; UN and UN, 2) have defined MEKEN MAKE AS A SPECIFIC EDUCATION approach based on the application of mobile technology. Hamidi and Chavoshi (2) defined the definition of the burning of M like any time and anywhere in knowledge, focus and skills, and argued that learning m causes behavioral changes. In fact, M learning can be defined as a new type of electronic learning by mobile technology (Almaya and Almulhem, 1)). Accordingly, M-Learning is known as an electronic learning offshoot that allows users to complete learning tasks using a compact wireless device (Kumar and Chand, 2019). Almaya and Almal (2) have described M. Learning as a modern education approach in which mobile devices are used to easily access the content of education to facilitate student education activities. Although scholars have provided a different definition of MEKEN MAKE, MAKING ME LEARNING ME APPLICATION TO THE APPLICATION OF TECHNOLOGY AND MOBILE EQUIPMENT ABOUT ALL. In this study, M learning is described as a combined use of mobile devices and wireless communication networks to improve education and education and allow students to freely access their study content (O’Bann and Thomas, 2)). Learning M has become a popular education approach, with the continuous increase in hardware and software device in recent years. The integral use of mobile devices in the teaching and education process shows a brilliant future (Chand At Al., 2022).
Learning M is beneficial to both and students because they are able to learn anytime and anywhere, it allows teachers to distribute any information to their students and help students invest in a more convenient and elastic way (Al-Imran in Al, 2; these benefits are of unique mobile technology features in terms of portability, instant connection and circumstances (2000; Your mobile device to communicate and interact with your peers. Finally, mobile technology facilitates informal education, as it can participate in extracurricular learning (Chion et al. For these reasons, learning M is preferred by many universities and learning from many universities in different countries. Some universities, such as Christian University, 2).
Due to the increasing use of M -subjects in various subjects, many scholars have studied the use of mobile technology in various learning activities courses (for example, Ogata in Al., 2; In recent years, mobile technology has been highly implemented in Language Education (Lai et al., 2022). In the context of the language of the whole language, students can take advantage of different language, as well as the language, as well as the language of language Second language language and as the language language of all language language, as the language language capacity of language language, as the ability of language of language language language language language language language. 2020) (Hoi, 2020).
It is seriously important to understand the different factors that affect the application and use of mobile technology for the acceptance of technology (to Al., 2019). Thus, scholars have checked the factors that affect student acceptance purposes and the real adoption of language learning for language acquisition. For example, Kim and Le (2) studied the components affecting the acquisition of Korean student acquisitions of Korean students and found that the utility understood (PU), the alleged joy, the ease of use (SPE), and the reliability of student content are related to the acceptance of students’ education. Hoi (1) examined the acceptance and implementation of learning M in the acquisition of the University of Vietnam based on the acceptance and use of technology technology, and it was found that expectations and views of performance and view of language purpose were a serious component of mobile technology. However, their results indicated that the convenient conditions were not directly related to the actual adoption of student learning M. Lai at al al. .
