Explaining Perceived ESL Learning Outcomes in Mobile-Assisted English Learning Through Self-Determination Theory

The rapid growth of mobile devices among higher education students has opened new doors to the application of Mobile-Assisted Language Learning (MALL), a way for students to explore English language learning outside of traditional classroom settings. Previous studies have shown the potential of mobile technology to improve student performance in their second languages; however, there is little research into what motivates learners' perceptions of learning outcomes through MALL. Grounded within Self-Determination Theory (SDT), this study explored whether three motivational variables: interest/enjoyment, perceived competence, and value/usefulness are predictors of learners' perceptions of ESL learning outcomes through mobile-assisted learning environments. The methodology involved a quantitative, cross-sectional survey of 135 undergraduate students from a Malaysian public university, all of whom had experience in using either smartphones or mobile apps for learning English. Participants completed an adapted version of the Intrinsic Motivation Inventory (IMI) and a measure assessing participants' perceived ESL learning outcomes. Using SPSS software, descriptive statistics, reliability analysis, Pearson correlation coefficients and multiple regression analysis were used to analyse data. Findings indicated that participants reported moderate levels of motivation towards mobile-assisted ESL learning (M = 3.92), as well as moderate levels of perceived ESL learning outcomes (M = 3.88). Results also showed that all of the motivational constructs (i.e., interest/enjoyment, perceived competence, and value/usefulness) were positively correlated with learners' perceived ESL learning outcomes. Lastly, results from the multiple regression analyses found that motivation explained approximately 55% of the variance in learners' perceived ESL learning outcomes, and that value/usefulness emerged as the most powerful predictor of perceived ESL learning outcomes, followed by interest/enjoyment and perceived competence. These findings support the contention that learner motivation plays a pivotal role in determining learners' perception of the effectiveness of mobile-assisted ESL learning. This study provides further theoretical grounding for the growing body of MALL research and demonstrates the importance of understanding how learners perceive the motivational aspects of mobile-assisted language learning in higher education.

English as Second Language

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