Behavioral Intentions of Low-Achieving Students to Use Mobile English Learning: Integrating Self-Determination Theory, Theory of Planned Behavior, and Technology Acceptance Model Approaches

This study attempts to examine the factors that influence students’ behavioral intentions towards using Mobile English Learning (MEL) by integrating three key theoretical frameworks: the Technology Acceptance Model (TAM), the Self-Determination Theory (SDT), and the Theory of Planned Behavior (TPB). SmartPLS and SPSS were used to analyze data from a survey involving 499 students with low-achieving academic records from six Taiwanese universities. The results show that perceived autonomy, perceived relatedness, and perceived ease of use predict perceived usefulness. Furthermore, attitude, subjective norm, and perceived behavioral control predict perceived ease of use. Both perceived usefulness and perceived ease of use positively influence with behavioral intention. These results provide a theoretical basis for promoting the intention of low-achieving students to use MEL.