近期的研究主要集中在行動輔助語言學習（MALL），促進語言學習。在發展中國家，較少有實證研究探討學習者對使用 MALL 培養語言技能的接受程度。為了彌補研究文獻缺口，本研究試圖使用整合科技接受模型 (UTAUT) 的修改版本來探索手機在越南高中生的英語聽力技能的接受程度。研究問題包括： (1) 越南高中生對使用行動輔助語言學習培養英語聽力之看法為何？ (2) 這些模型的構造之間的關係為何？ (3) 哪個因素最能預測學生使用行動輔助語言學習提高英語聽力的意願？本研究招募越南中部和南部不同高中的 260 名學生，透過量化的問卷和半結構化訪談來收集研究資料。結果顯示，越南高中生對將行動輔助語言整合到他們的英語聽力改進有積極態度。研究結果也顯示，績效期望、努力期望、便利條件、社會影響、態度和行為意圖之間存在正相關。此外，結果顯示，UTAUT 模型的修改版本可以解釋學習者使用行動輔助語言發展，學習者的英語聽力技能的行為意圖中高達 63% 的不同。另外，學習的態度被發現是使用行為意圖最強的因素，其次是績效預期和便利條件。再來，績效預期是態度的最佳預測指標，其次是便利條件和社會影響。本研究透過調查學習者對行動輔助語言學習在他們英語聽力中的感知學習，以及 UTAUT 模型的組成部分之間的關係以及結構是否構成該模型在英語聽力中使用行動輔助語言學習的意圖及重要預測因素。

Recent research has mainly focused on implementing Mobile Assisted Language Learning (MALL) in promoting language learning. Little empirical evidence has been conducted to explore learners’ acceptance toward using MALL to foster language skill, especially in developing countries. To bridge this gap, the current research attempts to examine the mobile devices’ acceptance in developing EFL listening skill among Vietnamese high school students by using the modification of the Unified Theory of Acceptance and Use of Technology model (UTAUT). Therefore, the research questions include: (1) What is the Vietnamese high school students’ perception toward using mobile devices in developing their EFL listening skill? (2) What are the relationships among the constructs of the UTAUT model? (3) Which factor can best predict users’ behavioral intention of using mobile devices in improving their EFL listening skill? The study was conducted by recruiting 260 students from different high schools in central part and the south of Vietnam. The data was collected through quantitative questionnaires and semi-structured interviews. The outcomes revealed that high school learners in Vietnam had a positive perspective toward integrating mobile devices in their EFL listening improvement. The findings also revealed that performance expectancy, effort expectancy, facilitating condition, social influence, attitude and behavioral intention had a positive relationship among one another. Moreover, the outcomes indicated that the modification of the UTAUT model could explain up to 63% of variance in learners’ behavioral intention to adopt mobile devices to develop their EFL listening skill. Furthermore, attitude was found to be the strongest predictor of behavioral intention to use, followed by performance expectancy and facilitating condition. Additionally, performance expectancy was found to be the best predictor of attitude, followed by facilitating condition and social influence. Based on the findings, it is expected that this study can contribute to the existing body of literature by investigating learners’ perception toward mobile devices adoption in their EFL listening improvement as well as determining the relationships among the components of the UTAUT model and whether the constructs of the model are significant predictors of the intention to use mobile devices in their EFL listening development.

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