Mobile information and communication technologies (ICTs), with advanced capabilities, have created new prospects and opportunities, for both students and faculty who are learning and teaching English as a foreign language, in higher education in Saudi Arabia. Technology acceptance theories and models have been widely developed, used and extended to determine the factors related to the acceptance of such technologies in specific national and subject contexts. However, there have been very few studies of the acceptance of new ICTs in teaching and learning in the higher education context of Saudi Arabia, in general; and none that relate to the teaching of English as a foreign language. To examine the readiness for, and acceptance of, mobile learning and teaching among students and faculty at Taibah University in Saudi Arabia, a theory of technology acceptance, developed for a consumer context, was used as the framework for this study; considering the participants as consumers of mobile technologies within an organization. This study utilised the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model to identify the factors responsible for use behaviour and the behavioural intention to use mobile technologies in learning and teaching English as a foreign language. The research model hypothesized that Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Price of Devices, Price of Services, and Habit will predict Behavioural Intentions to use mobile technologies in learning and teaching EFL and Use Behaviour. It was also hypothesized that Age, Gender, and Experience will moderate the impact of the eight factors included in the research model. This model was empirically tested using data collected from 878 students and 65 faculty members by two cross-sectional surveys at Taibah University in Saudi Arabia. The results of regression analyses indicated that the research model was partially confirmed, and highlighted key variables as the driving forces of use behaviour and behavioural intention to use mobile technologies in learning and teaching English as a foreign language. The findings of this empirical research provide crucial information that can guide the implementation of proactive interventions to widely improve the practices of learning iii and teaching; and greatly increase our understanding of the reasons for, and effectiveness of, the adoption of mobile technologies in higher education in Saudi Arabia. More importantly, as English continues to develop as the global language of business and commerce, and the lingua franca of academic and social media networks, the increased effectiveness of the use of mobile ICTs in teaching and learning English that results from this research will enable Saudi students to operate as global citizens within the emerging world knowledge economy, and increase significantly the human capital return on the substantial investments in such mobile technologies by the government of Saudi Arabia and its universities.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:694187 |
| Date | January 2016 |
| Creators | Almarwani, Manal Ahmad |
| Publisher | University of Lincoln |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.lincoln.ac.uk/24208/ |
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