科技接受模式已經獲得行動載具輔助語言學習研究的注意。然而，針對行動載具輔助語言學習，延伸性或修正性科技接受模式很少被探討。本研究整合內在動機和行動控制理論於科技接受模式中，來調查對英語為外語學習大專生持續從事行動載具輔助語言學習行為意圖之影響。因此，針對行動載具輔助語言學習，本研究提出一個延伸性整合內在動機和行動控制理論的科技接受模式和十個潛在變數來測試所提的十三個假設。受測對象為557位英語為外語學習台灣大專生，採線上便利抽樣問卷式調查法，並檢測問卷的有效性，確立問卷的題項是否符合本研究假說，後續進行敘述性統計及相關研究分析，最後再以結構方程模式檢驗提出研究模式內所有潛在變數的相關性和解釋力，結構方程模式分析結果統整如下：
(一) 行動導向理論其正向和顯著地影響以英語為外語學習的大專生持續從事行動載具輔助語言學習之行為意圖。
(二) 內在動機其正向和顯著地影響以英語為外語學習的大專生持續從事行動載具輔助語言學習之行為意圖。
(三) 內在動機正向和顯著地影響視為外在動機的認知有用和認知易用。
(四) 行動控制理論和行為意圖持續從事的潛在因素之間以及內在動機和行為意圖持續從事的潛在因素之間，皆具有部分的中介效果。
(五) 整體模組中，行為意圖持續從事(Behavioral Intention to Continue Engaging)的潛在因素被其它九個潛在因素影響，其九個為屬於行動控制理論的非思考固著(Nonpreoccupation)、非猶豫不決(Nonhesitation)和非反覆無常(Nonvolatility)、屬於行動載具輔助語言學習的知覺無所不在價值(Perceived Ubiquity Value) 、任務(Task)和行動自我效能(Mobile Self-efficacy) 、內在動機(Intrinsic Motivation)、屬於科技接受模式的認知易用(Perceived Ease of Use)和認知有用(Perceived Usefulness)。行為意圖持續從事潛在因素的可解釋變異量達80%，因此則指出此模組具有良好的解釋力。
根據量化分析結果，本研究具有理論、教育和研究工具的重要性。首先，研究結果支持用行動控制理論及內在動機來延伸科技接受模式，進而改善學生行為意圖持續從事行動載具輔助語言學習的預測力，其方式是有必要性。第二，關於教育重要性，本研究強調老師和行動載具輔助語言學習軟體開發商應該在他們以行動載具輔助語言學習教學和教材設計時，將這個延伸性整合內在動機和行動控制理論的科技接受模式列入考慮。基於這個延伸性科技接受模式，身為一名老師或一名行動載具輔助語言學習軟體開發商，他應該要首先評估學生是否為行動導向或狀態導向，進而幫助狀態導向的學生移除他們的負面擔憂、啟動他們的行動載具輔助語言學習行動以及持續維持專注，直到其學習活動完成前。此外，老師或軟體開發商可以設計內在驅動和有趣的行動載具輔助語言學習活動；可以進一步增強學生長期持續從事行動載具輔助語言學習的行為意圖。第三，本研究發展一項研究工具可以協助第二語言習得的研究員、老師和軟體開發商更了解學生持續從事行動載具輔助語言學習的行為意圖。
總結，本研究結果呈現，用行動控制理論和內在動機來延伸科技接受模式，其方式是適合用來預測英語為外語學習大專生持續從事行動載具輔助語言學習的行為意圖。針對持續從事行動載具輔助語言學習的行為意圖，未來研究需考慮整合行動控制理論和內在動機於科技接受模式中，目的為了清楚明瞭長期的行動載具輔助語言學習的發展。

The technology acceptance model (TAM) has gained attention in mobile-assisted language learning (MALL) research. However, an extended or modified TAM for MALL is rarely discussed. This study integrated intrinsic motivation (IM) and action control theory (ACT) into a TAM to examine college English as a foreign language (EFL) learners’ behavioral intention to continue engaging in MALL-based learning. Thus, an extended TAM with IM and ACT and 10 latent variables was proposed to test 13 hypotheses in a MALL context. A total of 557 college EFL students from Taiwan participated in this study. An online survey with convenience sampling was adopted to collect data. The effectiveness of the questionnaire was examined to verify whether the items in the questionnaire conformed to hypotheses presented by the study. Descriptive statistics and correlation analyses were subsequently conducted. Finally, structural equation modeling (SEM) was used to examine correlations between latent variables in the proposed research model as well as the explanatory power of the model. The SEM results are as follows:
1. ACT positively and significantly influenced EFL college learners’ behavioral intention to continue engaging in MALL-based learning.
2. IM positively and significantly influenced EFL college learners’ behavioral intention to continue engaging in MALL-based learning.
3. IM positively and significantly affected extrinsic motivations (EM), such as perceived usefulness (PU) and perceived ease of use (PEU).
4. The relationships between ACT and behavioral intention to continue engaging (BICE) and between IM and BICE were partially mediated.
5. BICE was influenced by 9 latent variables: nonpreoccupation, nonhesitation, and nonvolatility of ACT; perceived ubiquity value, task, and mobile self-efficacy of MALL; and IM, PEU, and PU of the TAM. The explained variance (R2) of BICE was 80%; therefore, the model has satisfactory explanatory power.
Based on quantitative analyses, this dissertation has theoretical, pedagogical, and instrumental significance. First, the results indicate the inclusion of ACT and IM in the TAM is necessary to improve the predictive power of the TAM for BICE in MALL-based learning. Second, teachers and MALL software developers should consider the extended TAM with ACT and IM for their teaching and material design. Teachers and MALL software developers should first determine whether learners are action or state oriented and help state-oriented learners resolve their problems, motivate their MALL-based learning action, and remain focused until MALL activities are completed. Moreover, they can design internally driven and engaging MALL activities to strengthen learners’ long-term BICE in MALL-based learning. Third, this study developed an instrument to help second language acquisition researchers, teachers, and software developers understand students’ BICE in MALL-based learning. In conclusion, the extended TAM with ACT and IM may predict EFL college students’ BICE in MALL-based learning. The integration of ACT and IM into the TAM should be considered in future studies on EFL college students’ BICE in MALL-based learning to understand long-term MALL development.

English Part
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Chinese Part
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