Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach

The widespread use of mobile devices and the wider coverage of wireless networks offer the educational sectors various alternatives in enhancing learning and teaching. Mobile assisted language learning (MALL) emerges from this trend and draws traction from relevant stakeholders. While much research has been done on the application of mobile technologies in promoting language learning, and the educational practices that foster that learning approach, relatively little empirical evidence has been given to understand the acceptance and use of MALL by higher education learners, particularly in the context of a developing country. This study sought to fill this gap by applying the modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT). Survey data from 293 higher education learners from Vietnam were analyzed by the Rasch-based path model. Results indicated the important roles of attitude and performance expectancy in predicting learners' behavior intention and their usage of MALL. Facilitating condition was found to have no direct effect on learners' usage of MALL, representing a departure from the literature. The findings offered implications regarding the use of the UTAUT as an appropriate model for examining MALL acceptance, the improvement of technical and organizational supports, as well as the need for more empirical studies on the instructional approaches that foster the use of MALL, particularly in the context of a developing country like Vietnam. •Examining mobile assisted language learning acceptance by higher education learners.•Applying the Unified Theory of Acceptance and Use of Technology in the Vietnamese context.•Performing Rasch-based path analysis.•Cementing the roles of performance expectancy, social influence, and attitude.•Highlighting the need for facilitating condition.