Almofadi, N (2021) Investigating the Experiences of Lecturers Using Mobile Technology to Teach English at Saudi Universities. Doctoral thesis, Liverpool John Moores University.

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Abstract

Mobile learning as a support to teaching English as a Foreign Language (EFL) is still in the early adoption stage worldwide, and in Saudi universities in particular. Such adoption requires several elements to be considered, including the readiness and acceptance towards adopting mobile learning among instructors, which is a critical aspect of ensuring successful implementation. Therefore, this study investigates lecturers’ perceptions and use of mobile learning in teaching EFL, using the Unified Theory of Acceptance and Use of Technology (UTAUT2) to guide the research and illuminate the factors that affect the acceptance of mobile learning in the Saudi context. This study followed a mixed-method sequential explanatory approach, with data collected through a questionnaire survey (n=270) and semi-structured interviews (n=12). The quantitative data were analysed using SPSS, which included both descriptive and inferential statistics, with the qualitative data from the semi-structured interviews analysed via thematic analysis. The regression and moderation analyses revealed that habit and hedonic motivation have the most significant impact on the behavioural intention of the lecturers to use mobile technology in teaching practice, followed by performance expectancy and effort expectancy. Secondly, facilitating conditions have the most significant influence on the use behaviour to use mobile technology, followed by habit and price value. The education level of the lecturers moderated the relationship between effort expectancy and behavioural intention to use mobile technologies, with the effect increasing as the level of education decreased. Age also moderated the relationship between effort expectancy and the use behaviour to use mobile technologies, where the effect increased with age, as per the relationship between social influence and the behavioural intention to use mobile technologies. Age and education also moderated the relationship between facilitating conditions and the behavioural intention to use mobile technologies, with the effect increasing as the education level decreased and the age increased. Furthermore, gender moderated the relationship between facilitating conditions and the use behaviour to use mobile technologies, where the impact was greater among females than males. Experience also moderated the relationship between price value and use behaviour, with the effect increasing as the level of experience decreased. This study presents recommendations to those responsible for implementing mobile learning in Saudi universities, such as government decision-makers and university leaders, which relate to the type of training needed, concerns regarding university policy, mobile learning strategy, and overcoming culture and privacy, particularly for female instructors. The study is expected to be submitted to the Saudi Ministry of Education in 2020 to support its review of the Vision 2030 initiative.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Phd
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > L Education (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science Q Science > QA Mathematics > QA76 Computer software
Divisions:	Business & Management (from Sep 19)
Date Deposited:	29 Jun 2021 09:27
Last Modified:	03 Jan 2023 14:26
DOI or ID number:	10.24377/LJMU.t.00015172
Supervisors:	Mason, A, Turner, J and Hordern, B
URI:	https://researchonline.ljmu.ac.uk/id/eprint/15172

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