Abstract

This study examined medical students' usage and acceptance of mobile-assisted English learning (MAEL) in a Chinese context. 184 medical students with varying levels of English proficiency, from beginner to advanced, at a university in China participated in the study. A quantitative method was used in the study. A questionnaire on the acceptance of mobile learning was used to understand students' perceptions of mobile-assisted English studies. Descriptive analysis and one-way ANOVA were employed to examine differences among three groups of medical students with varying levels of English competence. The results suggested that medical students' acceptance of mobile-assisted English learning was positively associated with their English proficiency. Medical students with advanced English proficiency achieved the highest scores. There were significant differences among the three groups of medical students with varying English proficiency in perceived usefulness, perceived easiness, perceived playfulness, perceived facilitating conditions, subjective norm, voluntariness, and image. Students' ages, possession of mobile devices, and perceptions of and obstacles to mobile-assisted English learning were also observed. Although medical students generally accepted mobile-assisted English learning, they reported several challenges. The findings of this study help understand the perceptions and challenges of mobile-assisted English learning among medical students with varying English levels, and promote the use of mobile-assisted English learning for English improvement and professional development.

Keywords

Medical StudentsMobile-Assisted English LearningVaried English ProficiencyPerceptionAcceptance

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How to Cite

Menglin Liao, Wenhui Wang. Mobile-Assisted English Learning among Medical Students with Varying English Proficiency. Journal of Education and Learning Environments. 19 August 2026. https://doi.org/10.55121/jele.v2i2.101842
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