FACTORS AFFECTING UZBEKISTAN EFL UNDERGRADUATES’ ACCEPTANCE

TOWARDS MOBILE LEARNING FOR IMPROVING WRITING SKILLS.

Khamraeva Dilfuza Shavkatovna

p126916

Supervisor: Prof.Madya.Dr.Harwati Binti Hashim

Co Supervisor: Dr.Khairul Azhar Bin Jamaludin
 AGENDA
INTRODUCTION LITERATURE REVIEW METHODOLOGY CONCLUSION

 Problem Statement • Theory and Variables • Research Design  References

 Research Aim • Research Approach

• Research Objectives • Participants &

Procedure

• Research Questions • Measures

• Research Gap • Analytical Procedure

• Theoretical/
Conceptual Framework
 Introduction

The proposed research investigates

the factors influencing Uzbekistan
English as a Foreign Language
(EFL)undergraduates' acceptance of
mobile learning for improving
writing skills.
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Problem Statement
In Uzbekistan language learning context and curriculum
system mobile learning is unprivileged. (Mahad,
Magesvaran, & Hamzah 2021)).

Mobile phone is neglected by the authorities as they

consider it distracts the learner during the lesson (Dilnavoz
Shavkhidinova 2022)

EFL students in Uzbekistan find writing difficult due to a lack

of enough exposure outside the classroom. (Gulomova, N.
2019)

Higher learning Institutions in Uzbekistan lack any large

scale research on this topic . (Aslamova, N. 2023).
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 OBJECTIVES
This study aims to accomplish the following precise goals:
◉ 1.To validate the elements that influence Uzbek undergraduates' acceptance
of mobile learning for improving EFL writing skills.
 Performance Expectancy
RESEARCH AIM  Effort Expectancy
To discover the elements influencing  Cultural Factors
Uzbek undergraduates' acceptance of  Perceived Language Learning Potential
mobile learning for enhancing their  Comprehensible Input
writing skills and to develop a mobile
 Self-management
learning acceptance model for
improving writing skills.  Hedonic Motivation

◉ 2. To identify the effect of Behavioral Intention towards the use of Mobile

Learning for improving the English writing skills.

◉ 3. . To develop a mobile learning acceptance model for Uzbek

undergraduates to improve their English writing skills.

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 RESEARCH QUESTIONS
1.What is the factor structure of the
Uzbek EFL undergraduates' mobile
learning acceptance model for improving
English writing skills?
 Performance Expectancy
 Effort Expectancy
 Cultural Factors
 Perceived Language Learning
Potential
 Comprehensible Input
 Self-management
 Hedonic Motivation
2.What is the effect of the factor influencing Uzbek undergraduates'
acceptance towards mobile learning on the behavioral intention towards
mobile learning?
 What is the effect of Effort Expectancy on Uzbek EFL undergraduates
towards mobile learning for improving writing skills?
 What is the effect of Cultural Factors on Uzbek EFL undergraduates
towards mobile learning for improving writing skills?
 What is the effect of Perceived Language Learning Potential on Uzbek
EFL undergraduates towards mobile learning for improving writing
skills?
 What is the effect of Comprehensible Input on Uzbek EFL
undergraduates towards mobile learning for improving writing skills?
 What is the effect of Self- management on Uzbek EFL undergraduates
towards mobile learning for improving writing skills?
 What is the effect of Performance Expectancy on Uzbek EFL
undergraduates towards mobile learning for improving writing skills?
 What is the effect of Hedonic Motivation on Uzbek EFL undergraduates
towards mobile learning for improving writing skills?
3. What is the significant effect of Behavioral Intention towards the use of 6
Mobile Learning?
Research Gap

This is crucial for Uzbekistan higher learning institutions, where writing proficiency of
learners is frequently a problem as they lack enough exposure for language acquisition
(Britishcouncil.uz. 2021).

Students may be prevented from engaging in mobile learning due to a lack of access
to the best learning environment and aids, such as mobile-based writing lessons and
teacher-facilitated instructions (Hashimov et al. 2021).

Necessary to examine how Mobile Learning and Behavioral Intention of Uzbek EFL
learners` are connected to enhance their writing skills.(Sulaymonova, (2018) )

Important to study how social factors and hedonic motivation affects EFL learners`
Mobile Learning usage to improve their writing skills.(Kukulska-Hulme and John
Traxler's 2005 )

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 Theoretical Framework

TRA –Theory of CCFCE –

Reasoned action Chapelle`s CALL
(Ajzen 1985) 2001

Theories

KIH Krashen`s
Input Hypothesis
CFSEL-Casel`s
Framework for
social and
emotional learning UTAUT 2
VENKATESH et 8
Conceptual Framework

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Literature Review (Theories & Variables)
Technology in Education and
Significance of Using Mobile Learning
(Skenderi & Skenderi 2018), Traxler
(2007), Agnes Kukulska-Hulme (2017)
This article provides an overview of
mobile-assisted language learning,
discussing various aspects, including
content delivery, collaboration, and
interaction.
Theory of Reasoned Action TRA
The theory of planned behavior (TPB)
(Ajzen 1991) is an extension of the theory
of reasoned action (TRA) that includes a
new concept of perceived behavioral
control, which refers to the ease or
difficulty assumed when a user performs
a behavior.
Obstacles in Utilizing Mobile Learning
in Higher Learning Institutions in
Uzbekistan and the Ways to Overcome
According to Asanova and Turaeva,( 2020) the
main problem is an access to Mobile Devices and
the restricted internet, particularly in rural areas, is
a serious barrier in Uzbekistan. Mukhitdinova and
Rakhimova, (2020) declares about the gaps in
digital literacy among the teachers and students so
they lack the ability to use mobile devices
effectively.
Theory of Planned Behavior
(TPB)
The theory of planned behavior (TPB)
(Ajzen 1991) is an extension of the theory
of reasoned action (TRA) that includes a
new concept of perceived behavioral
control, which refers to the ease or
difficulty assumed when a user performs
a behavior.
History of Mobile Learning
Heather Crompton's 2013 research, "A
Historical Overview of Mobile Learning:
Toward Learner-Centered Education,"
provides a significant historical
perspective on the growth of mobile
learning (m-learning) and its trajectory
toward learner-centered education
Technology Acceptance Model
(TAM)
(TAM) (Davis 1989) The theory is being
developed to define and forecast user
acceptance of information systems with
the goal of determining the source of user
acceptance or rejection of information
technology.
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 Methodology

Quantitative Objectivist Unit of analysis will be

Research Postpositivism Uzbek EFL students

Mobile Learning and Sampling is Purposive

Writing skills Survey Technique and size 500 Uzbekistan
enhancement higher learning
institutions` EFL students

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 Methodology

Measures
 5 point likert scale will be used where 1= strongly
disagree and 5= strongly agree
Questionnaires are the most common way for data collection
in a quantitative research (Young 2016). A questionnaire is
expected to help the researcher answer research questions or
test the research hypotheses (Matthews & Ross 2010)
 Data analysis EFA analysis in SPSS and Path

analysis through PLS-SEM in smart

PLS((Jamaludin, Alias, DeWitt, & Ibrahim 2020).

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 Analytical Procedure

1. Descriptive Analysis-frequencies, means, and standard deviations

• The descriptive statistics helps better understand the characteristics of the research
samples (William et al. 2010)
2. Statistical Analysis-Exploratory Factor Analysis (EFA) and Partial Least Squares Structural
Equation Modeling (PLS-SEM).
• Structural equation modeling is a statistical method that allows researchers to test the
relationships between observed and latent variables (Civelek 2018).
• Osborne (2014) also mentioned that EFA is used to: examine all pairwise relationships
among individual variables and extract latent factors from the measured variables.

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 Conclusion

This study is to research and investigate the factors affecting Uzbek undergraduates' acceptance of mobile learning
for improving EFL writing skills using a quantitative research method that employs Exploratory Factor Analysis
(EFA) and Partial Least Squares Structural Equation Modelling (PLS-SEM) in data analysis. Significantly, this
research is being conducted to better understand the future implications of mobile learning for EFL writing skills in
order to enable Uzbek undergraduates to construct their own learning chances in an ideal learning environment. The
findings will aid in the development of a well-planned and learner-centered strategy to the use of mobile learning
technology to improve writing skills in addition to serving as a foundation for future research.

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 References

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Cacciattolo, Marcelle. (2015). Ethical Considerations in Research. 10.1007/978-94-6300-112-0_4.Cambridge University Press.

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Davies, P., & Pearse, D. (2013). Success in English Teaching - Oxford Handbooks for Language Teachers. Oxford University Press.

DiSabatino, A. 2019. Implementing Comprehensible Input in the World Language Classroom. New York: The College at Brockport

Hashim, H, Yunus, M.M. & Embi, M.A. 2016. Does Language Learning Potential Af ects Esl Learners’ Attitude Towards Mobile Learning?. International Journal of
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Education and Teacher Training. 15
Thank you for listening!

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