TECHNOLOGY ACCEPTANCE AND SELF-REGULATORY APTITUDE TOWARDS MOBILE-BASED ENGLISH VOCABULARY LEARNING AMONG PAKISTANI ESL LEARNERS

Abstract

The study examines Pakistani English as a Second Language (ESL) learners’ attitudes and self-regulatory aptitude towards mobile- assisted language learning (MALL). Although MALL is increasingly adopted in Pakistani higher education, limited empirical research has examined how mobile-assisted learning shapes Pakistani ESL learners’ attitudes and self-regulated learning in vocabulary acquisition.

This study is a quantitative cross-sectional survey design. The primary objective is to explore graduate ESL learners’ perceptions of mobile-based vocabulary learning, grounding the Technology Acceptance Model (TAM) and Garrison’s (1997) self-regulated learning framework. Data is collected from 80 graduates of universities in Hyderabad, Pakistan, using an adapted questionnaire. Descriptive statistical analyses revealed ESL learners' perception of Perceived Usefulness (PU) and Ease of Use (PEOU), i.e., TAM. The reliability results show high internal consistency, i.e., Cronbach’s alpha of 0.887 for PEOU and 0.845 for PU. The findings alongside provide positive results for self-motivation, self-monitoring, and self-management (Garrison, 1997). The findings not only highlight the potential of mobile-assisted learning to support autonomous vocabulary learning in resource-constrained ESL contexts but also underscore the need for pedagogical scaffolding.

In short, the study contributes to empirical baseline data on MALL acceptance in the Pakistani higher education system for ESL instructors, i.e., university teachers, curriculum developers, and policy makers, to enhance autonomous vocabulary learning.