doi: 10.18178/ijiet.2024.14.9.2151
Continuance Intention to Use Gamified Mobile Apps for English Speaking Skills Learning in Chinese English as Foreign Language (EFL) Higher Education
Kehan Du1,2,*
,
Maslawati BT. Mohamad1 ,
Azizah BT. Mohd. Zahidi3
- 1Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia
- 2The Henan University of Engineering, China
- 3Pusat PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia, Malaysia
- Manuscript receivedMarch 1, 2024
- revisedApril 12, 2024
- acceptedMay 27, 2024
- publishedSeptember 12, 2024
Abstract
This study investigates the factors influencing Chinese EFL learners’ continuance intention to use gamified mobile apps to learn English speaking skills in higher education contexts. It empirically integrated the Technology Acceptance Model (TAM), social motivation, and task-technology fit. Structural Equation Modelling (SEM) was adopted to evaluate and analyze the proposed research model. A survey questionnaire was used as a research instrument and 328 Chinese university students were chosen as respondents. The findings indicate that task-technology fit, social influence, and social recognition positively influence perceived ease of use. Additionally, task-technology fit, social influence, and social recognition positively influence perceived usefulness. Perceived usefulness and perceived ease of use both have a positive impact on attitude, and attitude positively influences continuance intention. The study provides valuable insights for mobile app designers to develop comprehensive and suitable functionalities as well as for English as Foreign Language (EFL) educators to integrate technology facilitating language learning.
Keywords
- English speaking proficiency
- continuance intention
- gamified mobile apps
- English as Foreign Language (EFL)
- higher education
How to Cite
Kehan Du, Maslawati BT. Mohamad, and Azizah BT. Mohd. Zahidi, "Continuance Intention to Use Gamified Mobile Apps for English Speaking Skills Learning in Chinese English as Foreign Language (EFL) Higher Education," International Journal of Information and Education Technology, vol. 14, no. 9, pp. 1217-1226, 2024. https://doi.org/10.18178/ijiet.2024.14.9.2151
Copyright & License
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).