抄録
Mobile learning has emerged as a well-established medium for L2 learners with its characteristics of being ubiquitous, portable, personalized, interactive, updated, and seamless. This study investigated the current state of the second language (L2) vocabulary acquisition readiness based on an extended Technology Acceptance Model (TAM). The TAM is a widely acknowledged theoretical framework developed by Fred Davis (1985) to explain and forecast the factors that influence the users’ adoption of a new technology. The TAM suggests two factors that significantly influence users’ intention to use technology: Perceived usefulness (PU) and Perceived ease of use (PEOU). Building on the established study, the TAM with additional determinant: Subjective Norms (SN) which were proposed by Ajzen (1985) were examined as a variable in this study. Structural equation modeling was used to analyze data from 160 students in Japanese higher education. The result suggests that the determinants of L2 vocabulary mobile learning are perceived ease of use, and perceived usefulness, subjective norms, and intention. The results of empirical research showed that subjective norms have a positive impact on students’ intention as well as the actual use of L2 vocabulary mobile learning. Perceived usefulness has a greater impact on learners’ intention than perceived ease of use.