Ren Yanyan, Tan Xiaoyong
School of Foreign Languages and Literatures, Chongqing Normal University, Chongqing, People's Republic of China.
College English Education Center, Chongqing Normal University, Chongqing, People's Republic of China.
PLoS One. 2025 Mar 28;20(3):e0319300. doi: 10.1371/journal.pone.0319300. eCollection 2025.
The continuous development of digital technology facilitates the informatization of foreign language learning, making it possible to create a deeply integrated mobile learning environment which is conducive to enhancing learning efficiency. To investigate learners' willingness to use mobile language leaning applications (Apps), this research is carried out under an extended theoretical framework of Technology Acceptance Model (TAM) and Theory of Planned Behavior (TAM) by incorporating self-consciousness. On the basis of the survey data of 728 college students, structural equation modeling is constructed and empirically tested with AMOS 23.0. Results show that the structural equation modeling based on the extended TAM-TPB framework is suitable for analyzing the influencing mechanism of learners' willingness to use language learning Apps. College students' willingness to use language learning Apps is directly affected by behavioral attitudes, subjective norms, and perceived behavior control. Perceived ease of use has a significant direct impact on perceived usefulness. However, perceived ease of use and perceived usefulness have different mediating effects on learners' willingness to use language learning Apps through behavioral attitudes, subjective norms, and perceived behavior control. Based on the findings, this paper suggests that when developing language learning Apps, emphasis should be laid on the positive feedback of learners' self-consciousness and user enjoyment, as well as the construction of a curriculum system centered on core competencies so as to enhance learners' willingness to use language learning Apps, thereby promoting language learning efficiency.
数字技术的不断发展推动了外语学习的信息化，使得创建一个深度融合的移动学习环境成为可能，这有利于提高学习效率。为了调查学习者使用移动语言学习应用程序（应用）的意愿，本研究在技术接受模型（TAM）和计划行为理论（TPB）的扩展理论框架下，通过纳入自我意识展开。基于728名大学生的调查数据，构建了结构方程模型，并使用AMOS 23.0进行了实证检验。结果表明，基于扩展TAM-TPB框架的结构方程模型适用于分析学习者使用语言学习应用的意愿的影响机制。大学生使用语言学习应用的意愿直接受到行为态度、主观规范和感知行为控制的影响。感知易用性对感知有用性有显著的直接影响。然而，感知易用性和感知有用性通过行为态度、主观规范和感知行为控制对学习者使用语言学习应用的意愿有不同的中介作用。基于这些发现，本文建议在开发语言学习应用时，应注重学习者自我意识和用户体验的积极反馈，以及构建以核心能力为中心的课程体系，以提高学习者使用语言学习应用的意愿，从而提升语言学习效率。
