Exploring the antecedents of mobile application usage in the context of English learning

Abstract

With the popularization of wireless network and mobile technology, integration of technology into teaching has gradually become indispensable in teaching and learning. In order to probe into the factors influencing learners' continued use of English Learning Apps (ELAPPs), this study uses the Expectation-Confirmation Theory (practical viewpoint) as the theoretical basis for development of research model and combines the Flow Theory (hedonic viewpoint) to propose an integrated research model, thereby exploring the factors that influence learners' continued use of ELAPPs and explaining why people continued use ELAPPs. In this study, an online questionnaire was conducted. A total of 289 valid samples were collected and analyzed using a structural equation modeling (SEM) approach. The results of the study show that user satisfaction, perceived usefulness, and flow experience play a significant role in the learners' continued use of ELAPP services. Among others, the flow experience is an important factor that influences the learner's continued use of ELAPPs. In addition, the study also found that perceived skills and perceived challenges have a positive impact on learners' flow experience, showing that in the context of mobile learning-oriented information systems, learners generate flow perception only when they are able to challenge the use of the content of teaching materials in the learning process. The implications of these findings are discussed.