Mobile learning for teacher professional development: An empirical assessment of an extended technology acceptance model ; Aprendizaje móvil para el desarrollo profesional docente: una evaluación empírica de un modelo ampliado de aceptación de la tecnología

This study explores how mobile learning (m-learning) can serve as a valuable resource for the professional development of Iraqi English as a Foreign Language (EFL) teachers in higher education during the COVID-19 pandemic. Utilizing an extended Technology Acceptance Model (TAM), the research investigates the model's fit, structural relationships between variables, and potential moderating effects of gender and academic rank. Findings revealed that Iraqi EFL teachers generally demonstrated positive attitudes toward m-learning adoption, with identified challenges in self-efficacy and ease of use. Gender analysis indicated that females exhibited higher ease of use, self-efficacy, enjoyment, and positive attitudes and intentions toward m-learning adoption. Higher-ranked teachers perceived m-learning as more useful. The extended TAM displayed a good fit to empirical data, revealing significant positive relationships between variables. Gender did not moderate these relationships, but academic rank played a substantial role. The findings guide strategies for targeted professional development, addressing technical support concerns, and designing engaging experiences to facilitate successful m-learning integration in higher education, considering the unique needs and challenges of Iraqi EFL teachers. ; Este estudio explora cómo el aprendizaje móvil (m-learning) puede servir como un recurso valioso para el desarrollo profesional de docentes de inglés como lengua extranjera (EFL) en la educación superior en Irak durante la pandemia de COVID-19. Utilizando un Modelo de Aceptación de Tecnología (TAM) ampliado, la investigación examina la idoneidad del modelo, las relaciones estructurales entre variables y los posibles efectos moderadores de género y rango académico. Los hallazgos revelaron que, en general, los docentes de EFL en Irak mostraron actitudes positivas hacia la adopción del m-learning, identificando desafíos en la autoeficacia y la facilidad de uso. El análisis de género indicó que las mujeres mostraron una mayor ...