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In spite of the claimed benefits of mobile learning (M-learning), English teachers still have mixed feelings as to whether to use mobile devises in their classroom or not. The goal of the current study is to explore and identify the key factors which influence Chinese College English teachers' acceptance of mobile technologies in formal classroom instruction. We use an extended TAM consisting of 9 constructs. A questionnaire is distributed to a total of 107 college English teachers from seven institutions of higher learning in South China. The results confirm that the perceived ease of use and perceived usefulness are key variables that positively influence teachers' intension to use mobile technologies. Self-efficacy is also found to be significantly related to teachers' behavior intention in using mobile devices in their classroom followed by the factor of mobile anxiety. Some suggestions are given to accelerate the adoption of M-learning in college English classrooms.
Lu Huang (Fri,) studied this question.