Abstract
The use of mobile phones to facilitate the learning process, the so-called mobile learning (m-learning or mLearning), raises various issues, thus making it critical to study the learner adoption and acceptance of mLearning. In this research, a supplementary instructional materials, supporting a regular classroom (i.e., face-to-face) of English as second language (ESL) course, called MobiEnglish, are developed and implemented, using ready-made commercial products and tools. MobiEnglish, delivered through mobile phones, provides different modes of interactions between the content, students, and instructor. A survey method, employing questionnaire, is used to collect learners' responses. The questionnaire contains 19 items based on a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree," to measure the four constructs of Shackel's usability model (i.e., effectiveness, learnability, flexibility, and attitude). The results of responses show high acceptance level of MobiEnglish, reflecting the potential of using mLearning in teaching ESL. Furthermore, the research reveals that the use of the enhanced features of mobile computing with respect to multimedia (i.e., voice and video) is more appealing to learners of ESL.