Speaker
Presenter bio(s) 40-50 words each 略歴(全員) 各60-80字
First author: Huynh Minh Thu is an undergraduate English Language student at Ho Chi Minh City Open University, Vietnam. Her research interests focus on mobile-assisted vocabulary learning, technology acceptance, and learner motivation in EFL contexts. Currently she is engaged in student-led research on mobile game-based vocabulary learning among non-English major university students.
Abstract (150-300 words) 要旨 (300-500字)
Mobile game-based vocabulary learning applications (MGBVLAs) have become increasingly prominent in EFL education research. Although previous studies suggest positive learning benefits, less is known about how motivational and technology-acceptance factors jointly shape Vietnamese university students’ intention to use MGBVLAs. Guided by Self-Determination Theory and the Technology Acceptance Model, this study (1) examined the extent to which self-determination and acceptance-related factors predict non-English major students’ behavioral intention to use MGBVLAs, and (2) explored their perceptions of motivation and learning experience. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 356 students using a Vietnamese-adapted 27-item validated questionnaire. The data were analyzed through reliability testing, confirmatory factor analysis, and multiple regression. Results indicated that perceived ease of use was the strongest predictor of behavioral intention, followed by perceived usefulness, while competence and relatedness showed smaller but significant contributions. Qualitative findings from semi-structured interviews (n = 7) further revealed that learners valued convenient interfaces, flexible learning control, and progress-tracking features, while intrusive advertisements and social comparison could reduce sustained engagement. The study offers implications for app-supported vocabulary instruction and learner-centered mobile integration in Vietnamese tertiary EFL contexts.
Keywords: behavioral intention; mobile-assisted language learning; mobile game-based vocabulary learning applications; technology acceptance
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