The Role of Autonomous Motivation in Shaping Mobile-Assisted Language Learning Adoption and Engagement for English Vocabulary Learning

This study explores how Perceived Ease of Use (PEU), Perceived (PU), and Autonomous Motivation (AM) shape Behavioral Intention (BI) and Actual usage Behaviors (AB) of Mobile-Assisted Language Learning (MALL) for English vocabulary learning. Drawing upon the Technology Acceptance Model (TAM) and Self-Directed Learning (SDL) theory, a quantitative design was employed with 201 English as a Foreign Language (EFL) learners completing an online questionnaire. The measurement model exhibited high reliability and validity, and subsequent structural equation modeling revealed that AM exerted the strongest influence on BI (β = 0.446, p = 0.001), followed by PU (β = 0.338, p = 0.000) and PEU (β = 0.193, p = 0.000). Additionally, BI significantly predicted the frequency (F) (β = 0.564, p = 0.009) and duration (D) (β = 0.557, p = 0.004) of MALL usage, underscoring the critical role of intention in bridging AM and cognitive factors with concrete learning behaviors. AB were measured solely via self-reported F and D of use, and did not include actual vocabulary learning outcomes. These findings highlight both the pedagogical importance of user-friendly application design and the need to foster AM among learners. These insights generally highlight MALL’s significant potential as a learner-centred method for supporting vocabulary learning, by promoting consistent interaction and self-directed practice.