Teachers’ and students’ unified perceptions of smartphone-assisted English learning in Chinese higher education institutions

Smart technology has reshaped living and learning, emphasising research on individual readiness for mobile learning. While studies examine student or teacher readiness, they do not address their shared and differing perceptions of smartphone-based learning in enhancing teaching and learning outcomes. This study investigated teachers’ and students’ perceptions of, and readiness for, smartphone-assisted English language learning (SAELL) in Chinese higher education institutions. Using a sequential explanatory mixed-methods design, the study first collected quantitative data from 1,715 students and 218 teachers, followed by qualitative interviews with 50 students and seven teachers. The Unified Theory of Acceptance and Use of Technology (UTAUT) based survey was analysed using structural equation modelling, revealing students’ positive attitudes towards smartphone learning, with teachers’ perceptions demonstrating acceptance and aligning with UTAUT constructs to varying degrees. However, barriers, including traditional societal norms and pedagogical practices, challenge its implementation. Incorporating sociocultural dimensions through qualitative data, this study extends the UTAUT framework, offering a comprehensive understanding of SAELL in formal and informal contexts. While students and teachers share a promising outlook on smartphone learning, addressing cultural and pedagogical barriers is crucial. These insights offer significant theoretical and practical implications for fostering readiness and enhancing the effective adoption of mobile learning technologies.