本文是一篇英语语言学论文，本研究基于非正式学习理论、沉浸体验理论以及技术接受模型（Davis，1989），以 222名有移动学习经历的大学生为样本，采用问卷调查的方式，研究大学生移动英语学习的使用意愿和影响因素。
Chapter One Introduction
1.1 Research background
The Outline of National Medium and Long-term Education Reform and Development Plan (2010-2020) proposed to integrate education informatization into the overall development strategy of national informatization and considered information technology as a key element of future education development. One of the most rapidly increasing education platforms is mobile learning. The huge interest in mobile learning is linked to the incredible rate of expansion of mobile technology and its spread into every aspect of modern life (Alrasheedi et.al, 2015).
As a result, mobile learning has become a new study tendency, drawing a spate of academics to investigate the technology, assess its effects on students and instructors, and construct the necessary infrastructure. Educational scholars and practitioners have spent the last decade looking into how to integrate mobile English learning into diverse educational systems.
The most widely used language is none other than the English language. Therefore, it is deemed important to be proficient in English to maintain at the top level internationally. This is why so many countries put emphasis on the importance of English as a foreign language (EFL) and also to promote the awareness of English to sensitize EFL learning at various levels. In addition to that, travel and commerce as well as academic activities put a lot of attention on English which has become the most important foreign language among many non-English speaking countries.
1.2 Research purpose
As an emerging field of study, mobile learning makes a tremendous difference in students’ everyday lives. As a mandatory course or language, English plays a central role in the lives of college students. Some college students are not able to master this language well due to their factors or externalities (Chen, 2019). The paper aims to investigate the current state of mobile learning of English among college students and their intention toward mobile learning.
Besides, this study aims to explore the factors that influence college students’ mobile English learning and the relationship between these factors. Based on this, this paper combines the Technology Acceptance Model (TAM) as well as informal learning theory and flow experience theory to identify seven variables such as self-management (SM), flow experience (FE), mobile learning resources (MLR), social influence (SI), perceived ease of use (PEOU), perceived usefulness (PU), and behavioral intention (BI).
Chapter Two Literature Review
2.1 Mobile English Learning
2.1.1 The definition of mobile English learning
The definition of mobile English learning is developed from the definition of mobile learning. Before discussing the definition of mobile English learning, it is important to understand the definition of mobile learning by scholars. In 2000, the Stanford University Learning Lab pioneered a mobile learning project on language learning. Mobile learning was referred to as the education or training dependent on small devices such as PDAs, palmtops, handheld computers, smart phones or mobile phones (Keegan, 2005).
As a novel kind of learning approach, it enables learners to have convenient access to learning contents with no restriction of time and space via wireless connections. It has been reported effective due to its flexible learning mode anytime and anywhere, which, difficult to be realized in traditional learning, is dubbed “ubiquitous learning” (Hwang et al., 2011).
From the point of education, Mobile Assisted Language Learning (MALL) is a brand-new stage, reflecting the use of information technology and electronic learning in a fast-changing environment that necessitates individualized, lifelong, and general education (Reychav et. al, 2015). It is defined by Kukulska-Hulme (2013) as the use of mobile technology in langua
