TECHNOLOGY ACCEPTANCE ON ENGLISH PROFICIENCY AMONG

THIRD-YEAR BACHELOR OF ELEMENTARY EDUCATION

STUDENTS AT IBA COLLEGE OF MINDANAO

ART CEDRICK P. ARANDEZ

JACKELYN I. EROJA

BACHELOR OF ELEMENTARY EDUCATION

August, 2025
 TECHNOLOGY ACCEPTANCE ON ENGLISH PROFICIENCY AMONG
THIRD-YEAR BACHELOR OF ELEMENTARY EDUCATION
STUDENTS AT IBA COLLEGE OF MINDANAO

ART CEDRICK P. ARANDEZ

JACKELYN I. EROJA

A RESEARCH STUDY SUBMITTED TO THE FACULTY OF THE SCHOOL OF

EDUCATION IBA COLLEGE OF MINDANAO, VALENCIA CITY, IN PARTIAL
FULFILLMENTOF THE REQUIREMENTS
FOR THE DEGREEOF BACHELOR OF
ELEMENTARY EDUCATION

October, 2025
 BIOGRAPHICAL SKETCH

The author was born on August 22,

2003, in Poblacion Halapitan, San
Fernando, Bukidnon. He is the second child
of Mr. Ricardo L. Arandez Jr. and Mrs. Nelbe
P. Arandez. He has admirable siblings:
Ricardo Arandez III, Kristina Mae Arandez,
and Gwyn Celyzte Arandez. He currently
resides in Purok 2-A, Namnam, San
Fernando, Bukidnon.
The researcher completed his elementary education at Namnam
Elementary School, Namnam, San Fernando, Bukidnon, on April 1,
2016. He attended Junior High School at Namnam Integrated School in
April 2020 and completed his Senior High School at Halapitan National
High School, Poblacion Halapitan, San Fernando, Bukidnon, in April
2022.
For his tertiary education, The researcher is now a third-year
student at Irene B. Antonio College of Mindanao Incorporated pursuing
a degree in Bachelor in Elementary Education.

Throughout the researcher’s academic journey, Mr. Arandez

demonstrated strong dedication to learning and a passion for teaching.
His experiences and commitment to education shaped his goal of
becoming an effective and inspiring educator. This research reflects
the researcher’s interest in contributing to the academic and personal
growth of future learners
Art Cedrick P. Arandez
Researcher
The author was born on October
29, 2001, in Poblacion Lanpanan,
Bukidnon. She is the third child of Mr.
Paunlino Eroja Jr. and Mrs. Tersita Eroja.
 She completed her elementary education at Balila Elementary
School 2014. She attended Junior High School and Senior High School
at The Sisters of Mary school- girlstown Talisay City Cebu.
The researcher’s tertiary education, She is now a third-year
student at Irene B. Antonio College of Mindanao Incorporated pursuing
a degree in Bachelor in Elementary Education.

Throughout the researcher’s academic journey, The researcher

demonstrated strong dedication to learning and a passion for teaching.
The researcher’s experiences and commitment to education shaped
her goal of becoming an effective and inspiring educator. This research
reflects her interest in contributing to the academic and personal
growth of future learners.

Jackelyn I. Eroja
Researcher
 ACKNOWLEGEMENT

The authors sincerely appreciate Dr. Arman Nuezca, the research

adviser, for the invaluable guidance, expertise, and unwavering
support throughout the study. The steadfast efforts, insightful input,
and encouragement were instrumental in the successful completion of
this research.
The researcher further extends heartfelt gratitude to Mrs. Vina
Antonio, our research adviser, for her significant assistance in
conducting the statistical treatment of the study. Her expertise,
patience, and continued support greatly contributed to the quality and
completion of this research.
The researchers also extend their sincere gratitude to Sir
Teodoro Suarez for his invaluable support in distributing the survey
and questionnaire, as well as for granting permission to conduct the
study. His dedication, attention to detail, and commitment to
facilitating data collection were vital to the smooth progress of the
research project.
Sincere appreciation is also extended to Ma'am Lillith Moonyeen,
Ma'am Adelina Antonio, MAT, and Sir Renante Antonio, MGA for their
time and support in reviewing and approving the request letter. The
authors are especially grateful to Ma'am. Jackielyn Bornada for
granting permission to conduct the pilot testing with the Third Year
Bachelor of Early Childhood Education students, which allowed for the
assessment of the questionnaire’s reliability. Your support has been a
key factor in the success of this study.
The author wishes to express profound gratitude to their parents,
Mr. Ricardo L. Arandez, Mrs. Nelbe P. Arandez, Mr. Paulino Eroja, and
Mrs. Teriseta Eroja, for their unwavering support, unconditional love,
and constant encouragement. Their belief in the author’s abilities and
continued motivation have been a great source of strength throughout
this journey.
Above all, the author gives thanks to Almighty God for His
abundant blessings, guidance, and presence throughout every phase
of this research. His divine wisdom, grace, and constant
companionship have provided strength, motivation, and a clear sense
of purpose in completing this endeavor.
 ABSTRACT

Research Advisers:
Mr. Arman P. Nuezca, PhD
Mrs. Vina Antonio, LPT
Technology integration in education has become increasingly
prominent, with mobile devices offering new opportunities to enhance
learning. This study aimed to investigate the relationship between
students’ acceptance of technology and their English language
proficiency in the Bachelor of Elementary Education program at IBA
College of Mindanao for the academic year 2024–2025. Specifically, it
evaluated students' perceptions of using mobile devices for learning
English, utilizing the Technology Acceptance Model (TAM), focusing on
system characteristics, material characteristics, perceived ease of use,
perceived usefulness, attitude toward use, and behavioral intention.
Additionally, the study assessed students’ English proficiency levels
using a standardized assessment tool.
This study employed a quantitative research design, specifically
descriptive-correlational, and utilized the Pearson product-moment
correlation. Participants were randomly selected from third-year
Bachelor of Elementary Education students.
The results revealed a moderate positive correlation between
technology acceptance and English proficiency levels. Students
demonstrated favorable attitudes toward using mobile devices to
enhance their English skills in terms of (a) system characteristics, (b)
material characteristics, (c) perceived ease of use, (d) perceived
usefulness, (e) attitude toward use, and (f) behavioral intention. A
significant relationship was found between students’ positive attitudes
toward mobile device use and their English language proficiency.
A comparative analysis between English proficiency achieved
through technology-enhanced learning and traditional book-based
learning is recommended for future research.
Such a study could explore differences in proficiency outcomes
between mobile device users and textbook users, offering deeper
insights into the impact of technology and informing pedagogical
practices in the digital age.
Keywords: Technology acceptance, English proficiency, mobile
devices, language learning, education, TAM (Technology Acceptance
Model), System characteristics, Material Characteristics, Perceived
Ease of Use, Perceived of Usefulness, Attitude About Use and
Behavioral Intention.
 TABLE OF CONTENTS

PAGE

INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Objectives of the Study 4
Significance of the Study 5
Scope and Delimitation 6
Definition of Terms 7
OVERVIEW OF RELATED LITERATURE
Theoretical Framework 9
Review of Related Literature 10
Mobile Learning 10
English Language Proficiency 13
Mobile Language Learning 15
Conceptual Framework 19
Schematic Diagram 21
Hypothesis 22
METHODOLOGY
Research Design 23
Locale of the Study 23
Participants of the Study 25
Research Instruments 25
Data Gathering Procedure 26
Statistical Analysis 27
Research Ethics 2
RESULTS AND DISCUSSION

Level of Technology acceptance as regard to

a) System Characteristics 30

b) Material Characteristics 32

c) Perceived Ease Of Use 34

d) Perceived Usefulness 36

e) Attitude About Use 38

f) Behavioral Intention 40

Level of English proficiency as regard to

g) English Grammar 46

h) English Vocabulary 46

i) Reading Comprehension 46

Correlation Analysis of Technology Acceptance

and English Proficiency 48

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 51

Conclusion 52

Recommendations 54

REFERENCES 57

APPENDICES 66
 LIST OF TABLES

Table Title Page

Level of Technology Acceptance

1 System Characteristics 30

2 Material Characteristics 32

3 Perceived Ease of Use 34

4 Perceived Usefulness 36

5 Attitude About Use 38

6 Behavioral Intention 40

7 Summary of Technology Acceptance using TAM 42

Level of English Proficiency

8 English Proficiency 46

9 Significant relationship between technology 48

acceptance and level of English proficiency

Overall result on Technology

10 Acceptance and Level of English Proficiency 49

 LIST OF FIGURES

Figure Title Page

1 Schematic Diagram Showing 21

the relationship of the

independent and dependent variable

2 Satellite Map of Research Locale 24

 APPENDICES

Appendix Title Page

A. Request for Research Site 67

Approval Permission letter to
the School Head of IBACMI
B. Request for Research Site 69
Approval Permission letter
to the Program Head Of Bachelor
of Early Childhood Education at
IBA College of Mindanao.

C. Letter to Participants 71
D. Technology Acceptance Model
Survey Questionnaire 73
E. English Proficiency Test 76
F. Answer Keys 86
G. Documentation 87
 1

CHAPTER I

INTRODUCTION

Background of the Study

In today’s digital age, mobile devices play a critical role in

enhancing educational experiences by enabling flexible, accessible,
and learner-centered instruction. Defined by Crompton (2015), mobile
learning is “learning across multiple contexts, through social and
content interactions, using personal electronic devices.” These tools
empower learners to engage with educational content anytime and
anywhere, thus promoting autonomy and continuous learning.. These
devices also support communication and collaboration with peers and
teachers, making group work and feedback more efficient.

Due to its focus on English proficiency in education, the

Philippines provides a vital setting for examining the impact of
incorporating mobile devices on language learning outcomes. Research
conducted by Alonzo et. Al (2019) has brought attention to the growing
dependence of Filipino students on mobile devices for different aspects
of their academic and social lives. Nevertheless, the consequences of
this widespread use of technology for language learning still need to be
fully understood.

Recent research by Garcia et al. (2020) examined the impact of

mobile-assisted language learning (MALL) on English language
proficiency among undergraduate students. Their study reported
positive outcomes, demonstrating that the students who engaged with
mobile learning activities showed significant improvement in language
skills and demonstrated higher motivation and engagement. While
these findings are promising, a need remains to investigate further the
specific factors influencing students’ perceptions and acceptance of
mobile device usage in language learning.
 2

With the increasing prevalence of mobile devices and

the importance of English language proficiency, there is a pressing
need to understand how mobile device usage influences language
learning outcomes among students. By investigating the level of
Technology Acceptance towards the use of mobile devices usage in
English language proficiency among third-year students at IBA College
of Mindanao in terms of system characteristics, material
characteristics, perceived ease of use, perceived usefulness, attitude
about use, and behavioral intention, this study aims to explore on the
potential effects and implications for English language proficiency
development.
 3

Statement of the Problem

This study was conducted to investigate the relationship between

technology acceptance and English language proficiency among third-
year Bachelor of Elementary Education students at IBA College of
Mindanao, Valencia City, Bukidnon. Specifically, it ought to answer the
following questions:

1. What is the level of technology acceptance of third year students

in terms of:
a. System characteristics;
b. Material characteristics;
c. Perceived ease of use;
d. Perceived usefulness;
e. Attitude about use; and
f. Behavioral intention?

2. What is the level of English Proficiency of third year students in

terms of:
a. English Grammar;
b. English Vocabulary; and
c. Reading Comprehension

3. Is there a significant relationship between student’s technology

acceptance and English proficiency?
 4

Objective of the Study

Generally, the study aimed to examine the relationship between

technology acceptance and English language proficiency among third-
year Bachelor of Elementary Education students at IBA College of
Mindanao. Specifically, it aimed to:

1. describe level of technology acceptance of third year students in

terms of:
a. system characteristics;
b. material characteristics;
c. perceived ease of use;
d. perceived usefulness;
e. attitude about use; and
f. behavioral intention

2. determine the level of English Proficiency of third year students

in terms of:
a. english grammar;
b. english vocabulary; and
c. reading comprehension

3. examine whether there is a significant relationship between

students’ technology acceptance and English proficiency.
 5

Significance of the Study

The findings of the study revealed the significance of mobile

devices as tools to facilitate student learning and enhance English
language proficiency. Specifically, the study will benefit for the
following:

For Curriculum Developers. This study will serve as a guide in

designing language learning materials and activities that align with
students’ preferences and technological capabilities. It can help ensure
that curriculum content remains engaging, relevant, and compatible
with current digital tools.
For Future Researchers. This study will open avenues for
future research to expand and refine the relationship between mobile
device usage and language proficiency. It may also serve as a valuable
source of information about how students integrate mobile technology
into English language learning.
For Parents. This study offers insights into the role of mobile
devices in their children’s language learning. Recognizing the potential
benefits of technology-enhanced learning may encourage parents to
provide support and guidance in accessing educational resources and
fostering digital literacy skills at home.
For School Administrators. This study provides important
information for decision-making regarding technology integration and
resource allocation. Understanding the benefits of mobile device usage
in language learning can inform the development of policies and
initiatives that foster supportive and inclusive learning environments
for diverse student populations.
For Students. This study will provide valuable insights into the
effectiveness of integrating mobile devices into language learning
activities. It empowers students to engage more effectively with
 6

learning materials, enhancing their academic performance and

supporting future career opportunities.
For Teachers. This research offers teachers an opportunity to
explore innovative pedagogical approaches that enhance language
instruction. Understanding students’ attitudes toward technology can
inform instructional strategies and curriculum design, enabling
educators to effectively incorporate digital tools and promote active
learning experiences.
Scope and Delimitation

The study was conducted in the Department of Education at IBA

College of Mindanao during the second semester of the academic year
2024-2025. It focused solely on examining the relationship between
technology acceptance and English proficiency among third-year
students enrolled in the Bachelor of Elementary Education program.
The demographic profile of the participants was not included in the
study. Initially, 80 participants were expected from two sections of
BEED, but only 50 students agreed to participate by providing their
consent.

The study's scope was limited to assessing students' level of

technology acceptance toward integrated mobile device usage in the
context of English proficiency in terms of system characteristics,
material characteristics, perceived ease of use, perceived usefulness,
attitude toward use, and behavioral intention. The study employed a
quantitative research design utilizing a structured questionnaire based
on the Technology Acceptance Model (TAM).

Definition of Terms
 7

The following are the basic terms and concepts of the study
which are operationally and conceptually defined for better
understanding.

Behavioral intention: refers to the degree to which a student intends

to use a mobile or digital learning tool as part of their regular learning
activities, based on their perceptions of its usefulness, ease of use, and
their attitude toward it.
English Grammar: refers to the set of rules that show how to use
words correctly in the English language. It helps us know how to make
proper sentences, like where to put nouns, verbs, and punctuation.
English Vocabulary: refers to the English words that a person knows
and uses to speak, read, write, and understand the language.
English language proficiency: refers to the ability of individuals to
effectively understand, communicate, read, and write in English. It
encompasses both linguistic skills and communicative skills
competence in English.
Material characteristics: refer to the quality, relevance, and
accessibility of instructional content or learning resources provided
through a technology platform, which impact users' acceptance and
engagement with the system.
Perceived ease of use: refers to the degree to which a learner
believes that using a technological tool requires minimal effort and is
simple and user-friendly.
Perceived usefulness: refers to the degree to which a student
believes that using mobile or digital tools will improve their English
language learning performance and outcomes.
Reading Comprehension: refers to the ability to understand and
make meaning of the words and ideas in a text when you read. It
 8

means not just reading the words, but also knowing what the text is
about and being able to answer questions about it.
System characteristics: refers to the technological attributes and
qualities that shape how users interact with a system and determine
their attitudes toward its adoption.
Technology acceptance: refers to the willingness and readiness of
individuals to adopt and use technological innovations, such as mobile
devices, within their learning or work environments.
Attitude about use: refers to the degree to which a student has a
favorable or unfavorable feeling about using a technological tool for
learning.

CHAPTER II

THEORETICAL FRAMEWORK

This study was grounded in the Technology Acceptance Model

(TAM), originally developed by Davis (1989) and later adapted by
Alberto Andújar (2016) for use in mobile-assisted language learning
contexts. The TAM framework posits that two main factorsPerceived
Usefulness (PU) and Perceived Ease of Use (PEOU) determine an
 9

individual's intention to use technology. PU refers to the degree to

which a person believes that using a particular technology will enhance
their performance, while PEOU refers to how effortless the technology
is to use. These beliefs influence users’ attitudes and behavioral
intentions, which ultimately predict actual technology usage.
In this study, TAM was applied to examine how students’
acceptance of mobile technology measured through system
characteristics, material characteristics, perceived usefulness,
perceived ease of use, attitude, and behavioral intention affects their
English language proficiency, which includes grammar, vocabulary,
speaking, and reading. The English proficiency assessment was based
on a test developed by Emilio Jaramillo (2013), commonly used to
evaluate second-language learners.
This theoretical framework is supported by previous research.
For example, Al-Emran (2018) found that students’ acceptance of
mobile learning positively influences language learning outcomes.
Likewise, Hernandez and Cuevas (2021) concluded that favorable
attitudes toward mobile technologies result in higher engagement and
improved English performance. These studies reinforce the TAM
model’s relevance in educational contexts, particularly in language
acquisition.
Thus, this research proposes that greater acceptance of mobile
learning technologies, as conceptualized in the TAM model, is
associated with higher levels of English proficiency among third-year
Bachelor of Elementary Education students at Irene B. Antonio College
of Mindanao Incorporated.

Review of Related Literature

This section presents some theories and principles derived from

various studies that help gain better direction and a clear view of the
 10

research, which highlight the of technology acceptance toward the

integration of mobile device usage for English learning.

Mobile Learning

Information and communication technology, or ICT, has a

positive pedagogical impact on both students' learning and teachers'
approaches to teaching. It improves a number of facets of education,
such as operations, management and organization, professional
development, and assessment. The advent of mobile learning, which
has transformed traditional classroom learning in both formal and
informal contexts, is one of the major advancements in ICT in
education (Marcial, 2017).

Any form of learning that occurs in settings and areas that take
into account learner mobility, technology, and learning is referred to as
mobile learning. Pupils see mobile learning favorably for a number of
reasons, including its speedy information retrieval, ability to foster
teamwork and communication, introduction of diverse pedagogical
approaches, and support for situated learning experiences like game-
based learning (Ngeze, 2016).

Higher education students demonstrate a high degree of

personal inventiveness and readiness for mobile learning. Mobile
learning depends on technology that can create and run applications.
Combinations of hardware, operating systems, networking, and
software which includes learning environments, applications, and
content make up mobile technologies. Mobile learning devices include
PDAs, MP3 players, memory sticks, e-readers, and smartphones in
addition to standard mobile phones and tablet PCs. The learning
management system (LMS), a software program created for the
administration, documentation, tracking, reporting, and delivery of
 11

educational courses or training programs, is one of the essential tools

in mobile learning (Wright, 2016).

Students are expected to attend classes every day under the

traditional classroom model that is the mainstay of the Philippine
educational system. Nonetheless, a lot of Philippine schools have
adopted contemporary pedagogies to satisfy the needs of the
technologically savvy society of today. Computers, laptops, and
smartphones are frequently used technology tools in classrooms, and
they can all have an impact on the learning environment (Carbonilla et
al., 2016). Notably, because of their portability, affordability, and
sustainability, smartphones have grown in popularity and are now
being used in a number of countries, including Bangladesh, the
Philippines, and Nepal, in place of computers and notebooks (Poong et
al., 2017).

Beyond their conventional applications in socialization and

communication, smartphones are now widely used as teaching tools.
Mobile learning (m-learning) initiatives in both formal and non-formal
educational settings have been pioneered in the Philippines by the
University of the Philippines Open University (UPOU) (Churchill et al.,
2018). M-learning is essential to creating cutting-edge teaching
strategies for students in higher education (Bombaes, 2018). According
to Bombaes, the main influences on students' attitudes toward m-
learning are perceived ease of use, perceived usefulness, enjoyment,
creativity, and the influence of teachers. Additionally, he mentioned
that a sizable portion of the national university's student body actively
uses mobile technology for academic purposes.

Hashemi and Azizinezhad (2016) conducted a study on 180 third-

grade high school students to investigate whether using mobile phones
affected the learners' vocabulary retention. The study's results proved
that using mobile phones was helpful to EFL learners in terms of
 12

vocabulary retention. The study's findings also reveal that greater

attention to the features of a new word and its text environment will
facilitate its memorization.

Past studies suggested that the use of mobile technologies in

learning applies six learning theories namely constructivism,
behaviorism, collaboration, situated, informal learning and lifelong
learning, and support in teaching and learning (Naismith et al., 2004;
Rahamat et al., 2017; Cakmak, 2019).

Traxler and Kukulska-Hulme (2015) claimed that MALL has been

advocated by many teachers and a review done by Hashim et al.
(2017) proved that MALL has developed over the past decade as a field
within its right, with an increasing number of articles that examine the
use of mobile devices in both formal and informal language learning.

Garba, S. A. et al. (2015) found that in a 21st-century learning

environment, digital electronic communication technology is a key
factor to best quality pedagogy. It implies that teaching and learning
have to center around the innovative use and wide acceptance of
technology. A descriptive study was also implemented in the students
of Bulacan State University in which they found that students “strongly
agree” on the use of technology (canvas LMS) which is part of their
course.

Chen (2020) states that college students appreciated the convenience

of using mobile devices to access learning materials outside of
traditional classroom settings.

English language proficiency

One of the biggest English-speaking countries is thought to be

the Philippines (Cabigon, 2015). English was made the official language
of government, business, and education by the American colonial
 13

administration following the conclusion of the Philippine-American War

in 1902. English is now one of the Philippines' official languages
according to the country's constitution.

According to Cabigon (2015), it is the language of business,

science, technology, government, and international communication in
addition to being the main medium of instruction in education. The
Philippines is a popular destination for ESL students, with two-thirds of
the population speaking English fluently (Mariñas, 2021).

The EF English Proficiency Index indicates that although English

is widely spoken, proficiency has been gradually declining. From 14th
in 2018 to 20th in 2019 and then to 27th in 2020, the Philippines'
position fell. Despite moving up to the 18th spot in 2021, the nation is
still below its 2016 ranking of 13th. English is widely used in the
education field. It is considered as a major subject and is taught in the
Philippines from grade one to college and is the medium of instructions
in many schools. Most school textbooks for subjects such as Biology,
Physics, Mathematics and others are printed in English and are rarely
has Filipino versions. Also, for highly technical subjects such as
nursing, medicine, computing, and calculus, English is the preferred
medium for textbooks, communication, etc. Aside from education, it is
also used in religious affairs, print and broadcast media, and business.
Movies and TV programs in English are not subtitled and are expected
to be directly understood.

Pangket (2019) states that motivation is a significant factor

influencing the proficiency of Grade 5 students at Bontoc Central
School in addition to vocabulary, pronunciation, and grammar. Training,
vocabulary gaps, and lack of interest stifle students' interest in
learning English. Nelta (2018) also verified that students were more
driven to learn English if they had more positive attitudes toward the
language.
 14

Alaga (2016) emphasized that motivation is crucial in language

acquisition for all learners, particularly second-language learners such
as Filipino students. Students may only succeed in learning their
second language if they have the motivation to do so.

According to Gaerlan (2016), less successful Filipino ESL students

needed more motivation to use or learn English. Even if they did, they
were unwilling to put much effort into learning the language because
they did not believe English was essential for their future. Instructors
should have involved students in more motivating activities that could
boost their self-assurance when speaking the language as a second
language. English teachers are crucial in helping our secondary
students eventually reach the highest level of English proficiency.
Teachers have the power to help students rise to the challenges ahead
of them as they compete on a global scale (Ramirez, 2015).

Suarez (2020) noted that high-quality role models are deficient

inside and outside the classroom and that Filipinos' use of English has
"deteriorated." Even some English teachers, according to Suarez,
speak the language less than they once did. In the past, students in
their 30s and 40s had the opportunity to learn from native English
speakers who frequently held teaching positions. Students may be
exposed to inaccurate grammar and pronunciation when teaching
language research current ESL and English classroom scenarios to
address this problem.

Adora (2015) states that most of Tabuk City National High

School's regular third-year students need to work on and become
proficient in their non-verbal English skills, including context clues,
proper grammar and usage, sentence structure, and punctuation. Her
investigation also revealed evidence of the students' fair and subpar
proficiency levels. Since English is the primary language in education,
it is essential to admit teacher education students who have mastered
 15

the language to free up college teachers to concentrate on other skills

that students need to learn for their chosen field.

Leyaley, R., (2016), states that the English Language Proficiency

of freshmen students who are enrolled in the Institute of Teacher
Education in Kalinga-Apayao State College, is described as Early
intermediate, regardless of the type of school they graduated from, the
program they are enrolled in, and the honors they have received.
Furthermore, the study of Gomez (2021), revealed that 277 junior
students of Cavite State University, students taking up Bachelor of
Secondary Education and BS Psychology were described as upper
intermediate proficiency and the rest of the program fell under the
intermediate proficiency.

Mobile Language Learning

According to Morat et al. (2016), incorporating enjoyable,

interactive activities into online learning sessions significantly boosts
language learners' motivation. According to Kukulska-Hulme (2015),
informal learning using mobile devices and education-based
applications is an excellent way to advance language acquisition.
Nowadays, practically every home has a mobile phone, which people of
all ages use often. Kukulska-Hulme emphasized the effectiveness of
smartphone features, which can enhance language acquisition and
integrate Self-Access Language Learning (SALL). This approach places
a strong emphasis on language learners' self-management.

The high degree of engagement that language learners display

with mobile-based activities was highlighted by Kim et al. (2016) and
Wrigglesworth (2019), who also claimed that the learners view these
activities as extremely beneficial. They maintained that the interactive
and easily accessible features of mobile learning platforms greatly
improve the educational process and facilitate learners' ability to
 16

practice language in a variety of settings. The portability of these

devices adds a level of convenience that conventional classroom
environments are unable to match, which encourages students to
interact with the content more regularly.

Karademir (2019) states that learning a foreign language online

or through a virtual environment is much more engaging and
motivating. Jan Chen, Yu Yang, and Wei Lai (2020) endorsed the
usefulness of Google Assistant (GA) as a valuable and practical
learning tool for English as a Foreign Language (EFL). They observed
that GA responds to commands with easily understood pronunciation
and utterances. Lower proficiency level students, however, may need
some help.

According to Gao and Zhang (2020), planning disruptions and

erroneous application of ICT-based knowledge and skills presented
difficulties for Chinese university language instructors in their teaching
practices.

Kim et al. (2016) and Wrigglesworth (2019) highlighted the high

degree of engagement that language learners display with mobile-
based activities. They also claimed that the learners view these
activities as highly beneficial. They maintained that the interactive and
easily accessible features of mobile learning platforms significantly
improve the educational process and facilitate learners' ability to
practice language in various settings. The portability of these devices
adds a level of convenience that conventional classroom environments
cannot match, which encourages students to interact with the content
more regularly.

Andujar (2019) asserted that mobile learning is generally

beneficial from various angles, emphasizing its ability to change
language learning into a more dynamic and interactive process.
 17

However, Andujar also brought up several problems with mobile

learning, like how small mobile devices' keypads and screens can be,
making them challenging to use for prolonged periods. These physical
restrictions can make using mobile devices for education more difficult
for those who have yet to get used to them. They can also negatively
impact the user experience.

While many mobile applications are made to help with language

learning, Liu et al. (2015) pointed out that not all of them work as
intended. Kim et al. (2017) echoed this opinion when they pointed out
that some learning aids are ineffective from an educational
perspective. They maintained that for mobile learning tools to be
genuinely helpful, they must be well-designed and pedagogically
sound, guaranteeing that they will satisfy users' learning requirements
and offer precise, superior content.

Chen (2016) talked about the many features of Duolingo, a free

language-learning app that lets users select from a large variety of
languages according to their needs or interests; among these
languages are Russian, Spanish, Polish, French, Arabic, German,
Korean, Greek, Chinese, Hungarian, Turkish, Italian, Czech, Japanese,
Hindi, Ukrainian, Vietnamese, Indonesian, and Thai. Duolingo provides
structured writing sessions for beginners that aid in developing
fundamental skills. The app allows advanced users to practice
speaking aloud, which helps them become better speakers.

According to Gafni et al. (2017), Duolingo uses interactive

activities to promote language learning. These exercises involve
translating sentences from the target language into the native
language and writing words after the images are displayed. This
constant practice and repetition reinforce learners' grasp of the target
language. The app's layout ensures that users interact with the content
 18

frequently, strengthening their language proficiency through a variety

of activities.

Garcia (2015) gave Duolingo high marks for using translation-

based language teaching techniques. Garcia claimed that by including
translation exercises that improve understanding and retention, the
app can instruct users in the target language in an efficient manner.
According to Luis von Ahn, co-founder and CEO of Duolingo, Google
Translation has improved, but he also pointed out that the translated
text frequently needs more accuracy and clarity. He underlined that
Duolingo's methodical approach resolves these problems by offering
translations that are more precise and intelligible (Ahn, 2016).

According to Krashen (2017), Duolingo is an excellent language

learning tool that provides practice in language using a self-regulatory
study mode. The app's translation-based exercises help users practice
intentional learning and hone their intuitive language skills at the same
time. Duolingo facilitates conscious and unconscious language learning
by exposing users to readable and audio content. This combined
method improves language learning overall, increasing its
effectiveness and comprehensiveness.

The study of Baleghizadeh and Oladrostam , (2020), revealed

that the students who had benefited from mobile-assisted learning had
a significantly better performance on a multiple-choice grammar test.
Also, the findings of Alzieni, (2020), displayed that mobile assisted
learning improves students’ listening skills.

Regarding language skills enhancement through technology,

research by Levy and Stockwell (2016) found that integrating mobile
devices into language learning activities can lead to improvements in
students' language proficiency. Similarly, studies by Godwin-Jones
(2011) and Stockwell (2015) highlighted the benefits of mobile-assisted
 19

language learning (MALL), indicating that students perceive mobile

devices as valuable tools for language acquisition due to their
portability, accessibility, and interactive features.

Conceptual Framework

This study is anchored on the Technology Acceptance Model

(TAM), first introduced by Davis in 1989. TAM is rooted in the Theory of
Reasoned Action and is widely used to explain how people accept and
use technology. It highlights two key factors: perceived usefulness and
perceived ease of use. Davis explained that when a system is easy to
use, it increases its perceived usefulness and encourages actual usage,
thereby improving user performance.
In the context of Mobile Assisted Language Learning (MALL), TAM
is a suitable model to assess how students adopt mobile technologies
to enhance their English language learning. Abu-Al-Aish and Love
(2015) found that students’ acceptance of mobile learning in higher
education strongly depends on how useful and easy they believe the
technology is. Similarly, Al-Emran and Shaalan (2017) reported that
both teachers and students in Oman demonstrated high awareness
and readiness for mobile learning, reflecting its growing role in
education. In a broader review, Al-Emran et al., (2018) confirmed that
TAM remains one of the most effective frameworks for explaining
mobile learning adoption across different contexts.
Recent studies further highlight both the strengths and
challenges of MALL. Nikou and Economides (2017) emphasized that
mobile technologies support collaboration, flexibility, and student-
centered learning, but they also bring risks such as distraction and
shallow engagement. Likewise, Hoi (2020) showed that mobile learning
 20

enhances learner autonomy and adaptability, allowing personalized

study practices that fit the needs of modern learners.
In summary, the integration of TAM in MALL research
underscores the importance of user perceptions in technology
adoption. These findings demonstrate that while MALL provides
flexibility, portability, and improved engagement, it also requires
addressing its limitations. This framework guides the present study in
exploring how students in the Philippines accept and use MALL for
English language learning.

Schematic Diagram

Independent Variable Dependent

Variable
 21

Technology Acceptance in
terms of:
English Language Proficiency in
a. System characteristic;
terms of:
b. Material Characteristic;
c. Perceived ease of use; a. English Grammar
d. Perceived ease of b. English Vocabulary
usefulness;
e. Attitude about use; and c. Reading Comprehension
f. Behavioral Intention

Figure 1: Schematic diagram showing the influence of the

independent and dependent variable.

Hypothesis

The hypothesis was tested at 0.05 level of significance.

 22

H₀: There is no significant relationship between technology acceptance

and English language Proficiency.

CHAPTER III

METHODOLOGY
 23

This chapter presents the research design, locale of the study,

participants of the study, research instruments, data gathering
procedures, statistical analysis, and research ethics.

Research Design

This study utilized quantitative research design, particularly

descriptive-correlational. Descriptive research was used to determine
the level of technology acceptance and English language proficiency
among third-year Bachelor of Elementary Education students.
Correlational research was used to examine the relationship of
technology acceptance on English language proficiency among third-
year Bachelor of Elementary Education students.
Locale of the Study

The study was conducted within the Department of Education at

IBA College of Mindanao, located on T.N. Pepito Street, Poblacion,
Valencia City, during the second semester of the 2024–2025 school
year. The study's locale encompasses the classroom and academic
environment where the participating students are enrolled. The
institution also operates an annex campus situated at Purok 21 in
Valencia City. Established in 2004 by its visionary founder, IBA College
of Mindanao was born out of a steadfast commitment to assist the
youth of Bukidnon in achieving their educational aspirations. With a
strong desire to provide quality education, the institution opened its
doors to aspiring students, enabling them to pursue their dreams. The
first branch was inaugurated in 2005 in Kalilangan, Bukidnon, followed
by a second branch in Quezon, Bukidnon, in 2006. In 2007, the third
branch was established in Valencia City, Bukidnon, which served as the
focal point of this study.
 24

https://earth.google.com/
Figure 2. Satellite Map of Research Locale

Participants of the Study

The participants of the study were third-year Bachelor of

Elementary Education (BEEd) students enrolled at Irene B. Antonio
College of Mindanao Incorporated, located in Valencia City, Bukidnon.
A total of 50 students participated in the research, all of whom
voluntarily agreed to take part after being informed about the purpose
 25

and ethical considerations of the study. These students were selected

because they represented a crucial stage in their teacher education
program, where both technology use and English language proficiency
were highly relevant. A total enumeration random sampling technique
was used to ensure that each student had an equal chance of being
chosen, which helped avoid selection bias. This sampling method
strengthened the validity and generalizability of the study's findings
within the institution’s context.
Research Instrument

The primary research instrument used in this quantitative study

was a structured survey questionnaire based on the Technology
Acceptance Model (TAM), which was adopted from Alberto Andujar
(2020). The questionnaire measured students’ acceptance of mobile
device usage for English language learning. It included six dimensions:
system characteristics, material characteristics, perceived ease of use,
perceived usefulness, attitude about use, and behavioral intention.
To determine its reliability, the questionnaire was pilot-tested
among 30 third-year students from the Bachelor of Early Childhood
Education program. The data gathered were analyzed using
Cronbach’s Alpha in Microsoft Excel, and the computed reliability
coefficient was 0.882, indicating a high level of internal consistency.
For students level of technology acceptance Model (TAM), the
following rating scale will be used.

Rating Scale Description Interpretation

5 4.21 – 5.0 Strongly Agree Very High
Acceptance
4 3.41 – 4.20 Agree Highly
Acceptance
3 2.61 – 3.40 Neutral Neutrally
2 1.81 – 2.60 Disagree Low Acceptance
 26

1 1.00 – 1.80 Strongly Very Low

Disagree Acceptance

The second research instrument is the 50-item questionnaire to

test the English proficiency that was adopted from Emilio Jaramillo
(2015).

This questionnaire has three parts: (1) English grammar with 30

questions; (2) English vocabulary with 10 questions; and (3) English
reading comprehension with 10 questions.

Rating Qualitative Description

41 to 50 Advanced Proficiency
31 to 40 Intermediate Proficiency
21 to 30 Basic Proficiency
11 to 20 Limited Proficiency
1 to 10 Very Limited Proficiency

Data Gathering Procedure

The data gathering procedure involved administering the survey

questionnaire to the participants during class hours. Informed consent
was obtained from all participants prior to data collection. Participants
were given sufficient time to complete the questionnaire, and
confidentiality and anonymity of responses were ensured throughout
the process.
Statistical Analysis

Quantitative data obtained from the survey were analyzed using

appropriate statistical methods. Descriptive statistics, such as means,
frequencies, and standard deviations, were used to summarize the
characteristics of the sample and the responses to each survey item.
 27

Inferential statistics, including correlational analysis, were employed to

examine the relationship between technology acceptance and English
proficiency among third-year Bachelor of Elementary Education
students at IBA College of Mindanao.
The ANOVA: Two-Factor Without Replication tool in Microsoft
Excel was used to compute the reliability of the research instrument
during pilot testing. The test was conducted with 10 third-year
students from the Bachelor of Early Childhood Education program, and
the result yielded a reliability coefficient (Alpha) of 0.882, indicating a
high level of reliability.
The researchers employed the following statistical procedures to
interpret the data collected. A mean value was used to determine the
level of students’ technology acceptance and English proficiency.
Additionally, the Pearson product-moment correlation was employed to
assess the extent of the relationship between the continuous variables
under investigation. Specifically, Pearson’s correlation coefficient (r)
was computed to examine the association between the dependent
variable, English proficiency, and the independent variable, technology
acceptance. This statistical analysis allowed for a thorough
examination of the strength and direction of the correlation between
these key variables.

Research Ethics

This study followed ethical guidelines to protect the rights of

participants and ensure the research was done properly. Informed
consent was obtained from all participants, and they were clearly
informed about the purpose, process, and that their participation was
voluntary. They were also told that they could stop taking part at any
time without any negative consequences.
 28

Confidentiality was protected by keeping participants anonymous

and securely storing all data, including audio recordings and written
transcripts. Only the researcher had access to this information. The
study respected the participants’ dignity and ensured that no harm
came to them during the research. Ethical approval was obtained from
the proper institutional review board.
 29

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter deals with the presentation, analysis, and

interpretation of data gathered from 50 Third year Bachelor of
Elementary Education Students of IBA College of Mindanao
Incorporated, Valencia City, Bukidnon.
In this section, mean level of technology acceptance towards
integration of mobile device usage on English language proficiency
among third year students in terms of (a) system characteristics; (b)
material characteristics; (c) perceived ease of use; (d) perceived
usefulness; (e) attitude about use; and (f) behavioral intention is
presented, analyzed, and interpreted.
 30

Table 1. Mean level of Technology Acceptance as regard to System

Characteristics.
Technology Acceptance Mean SD Description
System Characteristics
2.The use of mobile devices 3.92 0.78 High
provided a stimulating learning
environment
1.The use of mobile devices 3.86 0.86 High
provided activities to learn English
in a realistic environment
3.I felt comfortable using a mobile 3.56 0.93 High
device to visualize the theoretical
explanations compared to the
face-to-face tuition

4.I could use my mobile device to 3.56 0.88 High

improve my learning due to the
teacher’s explanations
Overall 3.73 0.87 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

The level of technology acceptance in terms of system

characteristics is shown in Table 1. The study found that third-year
Bachelor of Elementary Education students at IBA College of Mindanao
Incorporated had an overall mean score of 3.73. This means that
students generally agreed and it is highly acceptance for them that
using mobile devices provides good opportunities to learn English in a
real-life setting. They also felt that mobile devices create an engaging
learning environment. Students believed that learning improved when
teachers explained lessons through mobile devices. Additionally, they
were comfortable using mobile devices to understand theoretical
 31

concepts, and they found this method more effective than traditional
face-to-face teaching.
The result was supported by the study of Traxler (2018)
highlighted that mobile learning supports flexible and contextualized
learning experiences, making lessons more relevant to students’ daily
lives. Similarly, Huang, Liaw, and Lai (2019) emphasized that mobile
devices enhance learner engagement by allowing interactive content
delivery and personalized feedback, which improves motivation and
understanding.

These findings imply that integrating mobile technology into

English learning can increase student’s interest and effectiveness by
connecting classroom content with real-world contexts.
 32

Table 2. The mean level of technology acceptance as regard to

Material Characteristics.

Technology Acceptance Mean SD Description

Material Characteristics
2.The audio or video materials 3.98 0.74 High
made by the teacher helped me
immerse myself in the learning
atmosphere of the class
1.The audio or video materials 3.96 0.67 High
made by the teacher led to a
better comprehension of the
course content
5.I believe that the audio or video 3.92 0.85 High
material made by the teacher
were useful for improving my
English Level
3.The audio or video materials 3.90 0.81 High
made by the teacher were useful
to learn the class contents
4.The audio or video materials 3.90 0.74 High
made by the teacher helped learn
the most important aspects of the
different units
Overall 3.93 0.76 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

Table 2 depicts the level of technology acceptance in terms of

material characteristics. The results show that the overall mean for
material characteristics of third-year Bachelor of Elementary Education
students at IBA College of Mindanao Incorporated was 3.93, described
as “Agree or Highly Acceptance”. This means that students agreed that
the audio and video materials made by the teacher helped them
understand the lessons better. They also said these materials were
 33

useful for learning the class topics and made them feel more involved
in the learning process. In addition, they believed that the audio and
video materials helped improve their English skills and made it easier
to learn the key parts of each lesson.

The result was supported by the study of Almurashi (2016) found

that YouTube videos as teaching tools improved students'
comprehension and language performance by providing visual and
contextual learning. Likewise, Pham and Nguyen (2020) discovered
that using multimedia materials in English classes increased student
motivation and language understanding. These studies suggest that
audio and video materials can make learning more effective and
enjoyable by combining both visual and auditory elements.
 34

Table 3. The mean level of technology acceptance as regard to

Perceived Ease of Use.

Technology Acceptance Mean SD Description

Perceived ease of use
1.I received a clear guidance 3.70 0.79 High
about how to use mobile devices
and view the videos
3.Learning how to use mobile 3.68 0.94 High
device for the in-class activities
was easy
4.The visualization of the videos 3.52 0.84 High
through mobile devices was
adequate and not stressful
2.Using mobile devices did not 3.46 1.07 High
require much time
Overall 3.59 0.91 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

Table 3 presents the level of technology acceptance in terms of

perceived ease of use among third-year Bachelor of Elementary
Education students at IBA College of Mindanao Incorporated. The
overall mean score is 3.59, interpreted as "Agree or Highly
Acceptance."

This indicates that students felt they received clear guidance on

using mobile devices and viewing videos. They also reported that
learning to use a mobile device for in-class activities was easy, using
mobile devices did not require much time, and the visualization of
videos through mobile devices was adequate and not stressful.
Odabas, et al., (2023) revealed that when students receive proper
 35

instructions on using mobile devices, they find it easier to integrate

these tools into their learning processes, leading to a more positive
perception of mobile learning.

This is similar to the findings of Naveed, et al., (2023) in which

they also found that clear guidance and ease of use are critical factors
influencing students' acceptance and effective use of mobile devices
for educational purposes. Students often report that learning to use
mobile devices for educational activities is straightforward, and these
devices are not time-consuming to use. Furthermore, the visual and
interactive capabilities of mobile devices make video content more
engaging and less stressful, enhancing the learning experience.
 36

Table 4. The mean level of technology acceptance as regard to

Perceived Usefulness.
Technology Acceptance Mean SD Description
Perceived usefulness
4. The videos made by the teacher 3.92 0.80 High
were useful to improve my class
work.
1. Learning through mobile 3.90 0.76 High
devices helped me improve my
English Skills.

2. Learning through mobile 3.78 0.79 High

devices enhanced my desire to
use the contents learnt.
3. Learning through mobile 3.70 0.74 High
devices provided a beneficial
outcome to this class.
Overall 3.83 0.77 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

Table 4 presents the level of technology acceptance in terms of

perceived usefulness among third-year Bachelor of Elementary
Education students at IBA College of Mindanao Incorporated. The
overall mean score is 3.82, interpreted as "Agree or Highly
Acceptance."

Students expressed that utilizing mobile devices for learning

significantly enhanced their English proficiency. They also found
teacher-produced videos to be instrumental in augmenting their
classwork. Furthermore, students perceived learning via mobile devices
 37

as yielding positive outcomes for the course and fostering a

heightened motivation to engage with the course content. The results
found that students accepted that the usage of mobile devices can be
beneficial to them during classes because it can improve their English
skills and give them a more desirable reason to improve their work
activities and produce a better output.

This result is consistent with the findings of Nalliveettiil, G.M. and

Alezani, T.H., (2016), it found that the majority of students believed
that mobile phones facilitated language learning through access to
various language learning apps, online resources, and communication
platforms. Additionally, this study conformed the case study of college
students in china, which revealed that students perceived mobile
devices as valuable tools for practicing English skills such as
vocabulary building, grammar exercises, and language immersion
through multimedia content.
 38

Table 5. The mean level of technology acceptance as regard to

Attitude About Use

Technology Acceptance Mean SD Description

Attitude about use
3.I believe that using mobile 4.00 0.73 High
devices to learn English was a
good idea
4.I looked forward to using mobile 3.88 0.82 High
devices in this class
2.I have a positive attitude 3.84 0.93 High
towards the used of mobile
devices in this class
1.I like using devices to learn 3.82 0.72 High
English
Overall 3.89 0.80 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

Table 5 presents the level of technology acceptance in terms of

Attitude about use among third-year Bachelor of Elementary Education
students at IBA College of Mindanao Incorporated. The overall mean
score is 3.88, interpreted as "Agree or Highly Acceptance." The results
explained that third year college students have a positive attitude
towards the use of mobile devices. They believed that mobile devices
offer flexibility in learning English anytime since they can access
 39

language learning apps, or watch instructional videos which makes the

learning process more enjoyable for them.

The result was supported by the study of Al-Emran et al. (2016),

who found that students have positive attitudes toward mobile learning
because of the easy access, flexibility, and control mobile devices
offer. When students can learn at their own pace using mobile tools,
they tend to enjoy the process more.
Similarly, Kukulska-Hulme and Viberg (2018) emphasized that
mobile learning boosts student motivation and promotes independent
learning, making it more engaging. Their study found that learners felt
empowered when they used mobile devices to access content anytime
and anywhere, just as your students reported.
Lastly, Sung et al. (2016) conducted a meta-analysis and found
that using mobile devices not only improves learning performance but
also creates positive attitudes among students. The study supports
that using mobile devices can be fun for the students and it was a
good idea for learning English.
 40

Table 6. The mean level of technology acceptance as regard to

Behavioral Intention.

Technology Acceptance Mean SD Description

Behavioral Intention
2.If I have access to a mobile 4.18 0.75 High
device, I will continue using to
improve my English competence
1.If I have access to a mobile 4.12 0.72 High
device, I will explore more videos
to improve my English
competence
4.I will have confidence to use the 4.04 0.67 High
contents I have learn through my
mobile device when I participate in
conversations in English
3.I will be happy to use the 3.98 0.74 High
contents I have learn through my
mobile device
Overall 4.08 0.71 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

Table 6 presents the level of technology acceptance in terms of

Behavioral Intention among third-year Bachelor of Elementary
Education students at IBA College of Mindanao Incorporated. The
overall mean score is 4.08, interpreted as "Agree or Highly
Acceptance."
 41

The result was supported by the study of Alzahrani and Althaqafi

(2020) found that the integration of mobile-assisted language learning
(MALL) significantly boosted learners’ confidence and communication
abilities in English. The students reported that mobile apps helped
them practice speaking and listening more frequently, particularly in
real-life contexts. Similarly, research by Chen and Li (2017)
demonstrated that mobile learning facilitated greater learner
autonomy and engagement, which are key factors in developing
language proficiency. These findings support the idea that when used
positively, mobile devices can shape more effective and meaningful
language learning experiences.
 42

Table 7. The Summary of Technology Acceptance using

Technology Acceptance Model (TAM)

Questions Mean SD Description

6.Behavioral Intention 4.08 0.71 High
5.Material 3.93 0.76 High
Characteristics
4.Attitude About Use 3.89 0.80 High
3.Perceived 3.83 0.77 High
Usefulness
2.System 3.73 0.87 High
Characteristics
1.Perceived Ease Of 3.59 0.91 High
Use
Overall 3.84 0.82 High
Legend:
4.41-5.00 5 Strongly Agree Very Highly Acceptance
3.41-4.20 4 Agree Highly Acceptance
2.61-3.40 3 Neutral Neutrally
1.81-2.60 2 Disagree Low Acceptance
1.00-1.80 1 Strongly Disagree Very Low Acceptance

The level of technology acceptance in terms of system

characteristics, material characteristics, perceived ease of used,
perceived usefulness, attitude about use, and behavioral intention is
 43

presented in Table 7. The study revealed that third-year Bachelor of

Elementary Education students at IBA College of Mindanao
Incorporated had an overall mean score of 3.84 and the Standard
Deviation of 0.82. This indicates a high level of technology acceptance
among the respondents, with a moderate degree of variability in their
responses.

The results show that students had a positive experience using

mobile devices to learn English. They found the system easy to use
and helpful for understanding lessons, especially through videos and
teacher explanations. The materials made learning more interesting
and easier to follow. Most students felt comfortable using their devices
and believed it helped improve their English skills. They also showed a
strong intention to keep using mobile tools in the future. These findings
suggest that mobile learning can be an effective way to support
English language education and encourage students to continue
learning outside the classroom.

The result was supported by Vázquez-Cano, E. (2015), which he

discussed that mobile learning through smartphones increased student
motivation and improved their understanding of course content in
higher education. Similarly, Al-Emran, Elsherif, and Shaalan (2016)
reported that university students held positive attitudes toward mobile
learning and recognized its usefulness in achieving academic goals.
Andújar (2016) also found that mobile applications like WhatsApp
helped ESL learners stay engaged, improve their writing skills, and feel
more connected to class materials. These studies support the findings
of the current research in terms of ease of use, usefulness, and positive
student attitudes.

The highest result (M = 4.18, SD = 0.75) Shown in table 6

reflects strong acceptance in terms of behavioral intention, particularly
regarding the use of mobile devices as tools for accessing videos to
 44

enhance English language competence. The high acceptance with the

statement “If I have access to a mobile device, I will continue using it
to improve my English competence” shows that students are very
willing to continue learning on their own. This means they see mobile
devices as helpful tools, not just in class, but also outside of it.
Students enjoy watching videos made by their teacher and believe
they improve their understanding of English.

This result supports Andújar’s (2016) study, where students also

showed a strong interest in using mobile learning for language
improvement. The finding suggests that when students feel
comfortable using technology and see its benefits, they are more likely
to use it regularly to build their English skills. Al-Emran, Elsherif, and
Shaalan (2016) found that university students had a positive attitude
toward using mobile devices for learning. In their study, most students
said they liked using mobile phones to help them study and were
willing to keep using them in the future. The researchers also found
that students thought mobile learning was useful and easy to use,
which made them more interested in learning. This supports the result
of the current study, where students also showed a strong intention to
keep watching videos on their mobile devices to improve their English.
When technology is simple and helpful, students are more likely to
keep using it to learn.

The lowest mean score (M = 3.46, SD = 1.07), Shown in Table 3,

Although it is a lowest result but it indicates a high level of
acceptance, pertains to perceived ease of use specifically the belief
that using mobile devices does not consume too much time. The
statement “Using mobile devices did not require much time” had the
lowest mean score (M = 3.46, SD = 1.07), though it still showed
general agreement. This suggests that while students accept mobile
 45

learning, some feel that using mobile devices takes more time than
expected. They may spend extra time navigating the device, finding
the right video, or dealing with technical issues.

This shows a need for better support, such as clear instructions

and user-friendly apps. When students feel that technology saves time,
they are more likely to use it often.

The finding that students were slightly less confident that using
mobile devices “did not require much time” aligns with several studies
in mobile-assisted learning. For example, Alzahrani (2019) emphasized
that time efficiency significantly influences users' acceptance of mobile
learning systems. When platforms are intuitive and quick to operate,
learners are more likely to engage consistently. Rashid and Asghar
(2016) found that perceived time demands often act as a barrier,
especially when learners must invest effort to adapt to unfamiliar
systems. Similarly, Almaiah, Jalil, and Man (2016) highlighted that
complexity in mobile app design can reduce usability and discourage
frequent use. Bidin and Ziden (2017) further noted that user-friendly
features and streamlined access are essential to minimizing time-
related frustrations in mobile learning environments. Sánchez-Prieto et
al. (2016) also reported that perceived complexity or time investment
negatively affects mobile technology adoption, especially when
learners are unfamiliar with certain tools or apps. These findings
support the idea that while mobile learning is generally accepted, time
efficiency remains a concern for some students. These studies show
that mobile learning can be improved by making apps simpler and
easier to use. When students feel that learning tools save them time,
they are more likely to use them often and enjoy learning more.
 46

Level of English proficiency

The findings led to the conclusion that the English proficiency of

Third year students who are enrolled to BEED is described as “Basic
level of English proficiency” as shown in table 8. It is displayed that the
The majority or 44% of the respondents have a basic level of English
proficiency, followed by 34% who possess an intermediate level of
proficiency.

Table 8. English Proficiency

English Proficiency N Valid %
Advanced 6 12%
Intermediate 17 34%
Basic 22 44%
Limited 5 10%
Total 50 100%

The findings of this study indicate that the majority of the

respondents (44%) have a basic level of English proficiency, while 34%
are at the intermediate level. Only 12% achieved advanced
proficiency, and 10% have limited skills.
For instance, Al Mamun et al. (2018) investigated English
language proficiency among 100 undergraduate students in
Bangladesh and found that 48% demonstrated basic proficiency,
particularly struggling with oral and listening skills. Similarly,
Muthusamy and Kamarudin (2021) examined 120 Malaysian university
students and reported that over 50% scored at the basic level in
communicative English, citing limited exposure to English outside the
classroom as a major cause.
 47

In Indonesia, Lestari and Wahyudin (2020) studied 85 senior high

school students and found that 45% were categorized as basic users
based on a Common European Framework of Reference for Languages
(CEFR)-aligned assessment. They concluded that teacher-centered
methods and minimal interactive practice were key challenges. In
another study, Tesfaye and Berhanu (2019) assessed 110 Ethiopian
college students and discovered that 55% had only basic proficiency,
particularly in speaking and writing, due to limited classroom
interaction in English.
Furthermore, Adebayo (2017) analyzed English proficiency
among 95 Nigerian university students and found that 60% had basic-
level language skills. The study emphasized the gap between
curriculum content and students’ actual language use, especially in
academic contexts.
The findings of this study align with recent research showing that
many students still struggle with English proficiency, especially when
there is limited real-life language use. Al Mamun et al. (2020) found
that focusing too much on grammar instead of communication leads to
low fluency. Ahmed (2016) emphasized that speaking tasks and peer
interaction improve English skills. Khan et al. (2018) recommended
communicative teaching methods and better teacher training to
address language learning gaps. Mustafa (2018) also noted that
improving English skills increases students’ confidence and job
readiness. These studies highlight the need for more speaking
activities and practical language exposure in schools. Razali and Jupri
(2020) suggested using digital storytelling and peer discussion to
enhance oral proficiency. Saavedra and Campos (2019) encouraged the
use of classroom debates and conversation tasks, while Abduh and
Rosmaladewi (2018) found that collaborative speaking activities
improve learner engagement and language accuracy. Based on these
studies, schools should promote classroom strategies that simulate
 48

real-life communication, such as group discussions, role-playing, and

project-based speaking tasks to strengthen overall English proficiency.

Correlation analysis of technology acceptance and English proficiency

Pearson product-moment correlation was used to assess the level

of relationship between continuous variables explored. Mainly, Pearson
r was run to determine the relationship between the dependent
variable English Proficiency and the independent variable Technology
Acceptance.

The Correlation analysis of the relationship between Technology

acceptance and English Proficiency are summarized in Table 9.

Table 9. Significant Relationship Between Technology Acceptance

Model and Level of English Proficiency

Technology Acceptance English Proficiency

r-value 0.39
System Characteristics
p-value 0.00**
r-value 0.31
Materials Characteristics
p-value 0.03*
r-value 0.28
Perceived Ease of Use
p-value 0.05*
r-value 0.39
Perceived Usefulness
p-value 0.00**
r-value 0.28
Attitude about Use
p-value 0.05*
r-value 0.38
Behavioral Intention
p-value 0.00**

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).
 49

Table 10. Overall result on Technology Acceptance and Level of English

Proficiency

r-
Variables p-value Interpretation
value
Technology Acceptance
0.43 0.00** Significant
Level of English Proficiency

Tables 9 and 10 present the correlation between Technology

Acceptance and Level of English Proficiency . Table 9 specifically shows
the relationship among the sub-variables of the two main variables.
The results indicate a moderate positive relationship between
technology acceptance in terms of system characteristics and the level
of English proficiency, with an r-value of 0.39 and a p-value of 0.00**,
which is significantly lower than the alpha levels of 0.05 and 0.01. For
materials characteristics, the r-value is 0.31, also indicating a
moderate positive relationship, supported by a p-value of 0.03*.
Regarding the perceived ease of use, a weak positive relationship is
observed, with an r-value of 0.28 and a p-value of 0.05*. Similarly, a
moderate positive correlation is found between perceived usefulness
and English proficiency, with an r-value of 0.39 and a p-value of 0.00**.
In terms of attitude toward use, the relationship is weakly positive, as
shown by an r-value of 0.28 and a p-value of 0.05*. Lastly, behavioral
intention also demonstrates a moderate positive relationship with
English proficiency, with an r-value of 0.38 and a p-value of 0.00**.
Table 10 presents the relationship between the two main
variables, where the r-value of 0.43 indicates a moderate positive
correlation between Technology Acceptance and the Level of English
Proficiency . The p-value of 0.00**, which is less than both alpha levels
of 0.05 and 0.01, confirms that this relationship is statistically
significant.
 50

This finding suggests that as the level of technology acceptance

increases, the respondents' English proficiency also tends to improve.
Conversely, a decrease in technology acceptance may be associated
with a lower level of English proficiency. Hence, the likelihood that this
result occurred by chance is very low, and the null hypothesis stating
that there is no significant relationship between technology acceptance
and English proficiency is rejected.

This implies that the higher the level of Students’ technology

acceptance, the more proficient the students are. Additionally,
acceptance and utilization of mobile devices can enhance students’
English skills and can give more exposure to engagement with learning
activities. Students were more likely to accept and engage with
technology when they perceived it as useful for improving their
language skills.

The study of Chen, Zou, and Xie (2020) demonstrated that

mobile-assisted language learning fosters increased engagement and
leads to improved vocabulary and grammar performance among EFL
learners. Similarly, Alzahrani (2019) found that mobile technologies
significantly enhance students' listening comprehension, confirming
the effectiveness of mobile learning in improving specific English skills.
Also, the findings of Alzieni, (2020), displayed that mobile assisted
learning improves students’ listening skills.

Regarding language skills enhancement through technology,

Burston (2015) found that mobile-assisted language learning (MALL)
projects often led to improved vocabulary acquisition and higher
learner motivation. Miangah and Nezarat (2016) emphasized that
mobile learning supports the development of grammar, vocabulary,
and pronunciation by offering continuous and flexible language
practice. Likewise, Kukulska-Hulme (2015) highlighted that mobile
 51

technologies enable personalized and context-aware learning

experiences, making them effective tools for language development in
modern education.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, conclusions

derived from the findings, as well as the proposed recommendations.

SUMMARY

Descriptive statistics, such as means, frequencies, and standard

deviation, were used to summarize the characteristics of the sample
and responses to each survey. Inferential statistic, including
correlational analysis were employed to examine relationships,
between technology acceptance and English proficiency.

In light of the discussion made of the study, the following

significant findings were drawn, based on the objectives of the study.

The study revealed that third-year BEED students of IBA College

had an overall mean score of 3.84 in technology acceptance. The
overall standard deviation was 0.82. The highest result (M = 4.12, SD
= 0.72) reflects strong acceptance in terms of behavioral intention,
particularly regarding the use of mobile devices to access videos that
enhance English language competence. Conversely, the lowest result
(M = 3.46, SD = 1.07), while still indicating a high level of acceptance,
pertains to perceived ease of use, specifically the belief that using
mobile devices does not take too much time.

The findings led to the conclusion that the English proficiency of

third year students who are enrolled to BEED is described as “Basic
level of English proficiency” as shown in table 2. It is displayed that the
The majority or 44% of the respondents have a basic level of English
 52

proficiency, followed by 34% who possess an intermediate level of

proficiency, the 12% possess an advanced level of proficiency and 10%
who possess a limited level of proficiency.

The correlation analysis showed a moderate positive relationship

between the two main variables, with an r-value of 0.43 indicating a
correlation between Technology Acceptance and the Level of English
Proficiency . The p-value of 0.00 (p < 0.01), which is lower than both
alpha levels of 0.05 and 0.01, confirms that this relationship is
statistically significant in terms of system characteristics, material
characteristics, perceived ease of use, perceived usefulness, attitude
about use, and behavioral intention and English Proficiency.

CONCLUSIONS

Based on the results of the study, the following conclusions were

drawn:
Students demonstrated a high level of technology acceptance,
indicating positive attitudes toward using mobile devices as tools to
support their learning. The overall result for “system characteristics,”
shown in Table 1, indicates a mean value of 3.73 with a standard
deviation of 0.87, reflecting high acceptance of technology in this
aspect. Table 2 presents the “material characteristics,” with an overall
mean score of 3.93 and a standard deviation of 0.76. Table 3 shows
“perceived ease of use,” with a mean score of 3.59 and a standard
deviation of 0.91. Table 4 presents the “perceived usefulness,” with a
mean of 3.83 and a standard deviation of 0.77. Table 5 shows “attitude
about use,” with a mean score of 3.89 and a standard deviation of
0.80. Table 6 displays “behavioral intention,” with a high mean score
of 4.08 and a standard deviation of 0.70.
 53

The results across all sub-variables indicate a high level of

technology acceptance. Table 7 presents the overall mean score for
technology acceptance, which is 3.84 with a standard deviation of
0.82, indicating a strong acceptance of technology among the
respondents, with a moderate degree of variability in their responses.
This suggests that students perceive technology as valuable in
enhancing their English language skills, particularly by providing
greater access to resources and interactive learning opportunities.
Although students showed strong acceptance of technology,
their English proficiency remains at a basic level. Among the
respondents, 22 were at the basic level, followed by 17 at the
intermediate level, 6 at the advanced level, and 5 at the limited level.
This highlights a need for improvement in areas such as grammar,
vocabulary, and reading comprehension.
The findings revealed a moderate positive correlation between
technology acceptance and English proficiency. This suggests that
students who are more receptive to using mobile devices for learning
tend to perform better in English. As students’ level of technology
acceptance increases, their English proficiency also tends to improve.
Conversely, lower levels of technology acceptance are associated with
lower English proficiency.
Therefore, the study concludes that using mobile devices can
increase students’ engagement and support the development of their
English skills over time. The statistical results also indicate that the
observed correlation is unlikely to have occurred by chance. Thus, the
null hypothesis stating that there is no significant relationship between
technology acceptance and English proficiency is rejected.

RECOMMENDATIONS
 54

The following recommendations were made regarding the

students’ Technology Acceptance Model and English Proficiency based
on the findings and conclusions of the study specifically in Irene B.
Antonio College of Mindanao Incorporated:

For College Students

Students of Irene B. Antonio College of Mindanao Incorporated should
be encouraged to maximize their mobile devices as tools for learning
English through educational applications and online discussions. They
should be guided on effective time management and responsible use
of technology to prevent stress and distraction. Engaging in
collaborative activities, such as online conversations and group writing
exercises, will enhance their communication skills and boost
confidence. Exploring different applications will allow them to identify
the most effective learning methods. Responsible use of mobile
learning tools will not only improve their English proficiency but also
strengthen their digital literacy skills.
For the Community
The local community surrounding Irene B. Antonio College of Mindanao
Incorporated should play an active role in promoting access to mobile
learning and opportunities for English practice. Community
partnerships can provide free internet access, organize English clubs,
and facilitate workshops on the use of digital learning tools. By offering
such support, the community creates an extended learning
environment where students can practice and strengthen their skills
outside the school setting. This collective effort contributes to a culture
of learning that fosters both technological advancement and language
proficiency, benefiting not only the students but also the wider
community.
 55

For Curriculum Developers

Curriculum developers at Irene B. Antonio College of Mindanao
Incorporated should integrate mobile learning strategies tailored to the
students’ English proficiency levels. Lessons must include interactive
digital activities and mobile applications designed to improve
grammar, vocabulary, reading comprehension, and communication
skills. While focusing on students with basic proficiency, the curriculum
should also provide enrichment opportunities for more advanced
learners. Continuous updates are necessary to incorporate the latest
digital tools and resources. This approach ensures that students
benefit from a curriculum that effectively combines technology use
with English language learning.
For Future Students
Future students of Irene B. Antonio College of Mindanao Incorporated
should be introduced to mobile learning tools even before the start of
formal classes. Early exposure to English applications and digital
resources will ease their transition into blended learning environments.
Orientation programs should include training on independent learning
using mobile platforms and emphasize the importance of digital
responsibility. In addition, all incoming students should undergo an
English Proficiency Test to assess their initial language level and guide
instructional planning. Early preparation will equip future students with
the skills needed to succeed academically and technologically.
For School Administrators
The administrators of Irene B. Antonio College of Mindanao
Incorporated should strengthen mobile learning programs to support
students, particularly those with basic English proficiency. These
programs must be regularly monitored and evaluated to ensure their
effectiveness and alignment with students’ needs. Establishing clear
policies that encourage the appropriate use of mobile devices in
 56

classrooms will foster greater acceptance of technology. Additionally,

administrators should provide teachers with incentives and adequate
resources to integrate mobile learning into their instruction. These
measures will enhance students’ engagement with technology while
improving their English proficiency.
For School Incorporators
The incorporators of Irene B. Antonio College of Mindanao Incorporated
should prioritize investments in reliable internet connectivity and
sufficient mobile devices to ensure that all students have equal access
to learning tools at any time. They should also allocate resources to
support mobile learning platforms that focus on English language
development. Adequate funding must be directed toward applications
and tools that strengthen grammar, vocabulary, and comprehension
skills. Collaborating with technology companies and local government
units can further sustain the availability of reliable internet and
devices. Such initiatives will enable students to learn English more
effectively through mobile technology.

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 64

APPENDICES
 65

APPENDIX A Letter of Permission to the School Head of IBA College Of

Mindanao.
66
67
 68

APPENDIX B. Letter of permission to the Program Head Of Bachelor of

Early Childhood Education at IBA College of Mindanao.
 69

APPENDIX C Letter to Participants

70
 71

APPENDIX D Research Instrument Part 1

Technology acceptance survey questionnaire

 72

Name(Optional):_________________ Age:_____

Section:________________ Gender:____

Direction: Please read each statement carefully and check the

response that best represents your thoughts, feelings, or experiences.
There are no right or wrong answers, so please answer honestly.

5 – Strongly Agree 2 – Disagree

4 – Agree 1 – Strongly Disagree
3 – Neutral
Questions 5 4 3 2 1
A. System characteristics
73
The use of mobile devices provided activities to learn
English in a realistic environment
The use of mobile devices provided a stimulating learning
environment
I felt comfortable using a mobile device to visualize the
theoretical explanations compared to the face-to-face
tuition
I could use my mobile device to improve my learning due
to the teacher’s explanations
B. Material Characteristics
The audio/video materials made by the teacher led to a
better comprehension of the course contents
The audio/video materials made by the teacher helped me
immerse myself in the learning atmosphere of the class
The audio/video materials made by the teacher were
useful to learn the class contents
The audio/video materials made by the teacher helped
learn the most important aspects of the different units
I believe that the audio/video materials made by the
teacher were useful for improving my English level
C. Perceived ease of use
I received a clear guidance about how to use mobile
devices and view the videos
Using mobile devices did not require much time
Learning how to use a mobile device for the in-class
activities was easy
The visualisation of the videos through mobile devices
was adequate and not stressful
D. Perceived Usefulness
Learning through mobile devices helped me improve my
English skills
Learning through mobile devices enhanced my desire to
use the contents learnt
Learning through mobile devices provided a beneficial
outcome to this class
The videos made by the teacher were useful to improve
my class work
E. Attitude about use
I like using mobile devices to learn English
 74

APPENDIX E Research Instrument Part 2

English Proficiency Test

Part I: English Grammar

1. Juan__________in the library this morning.
A. is study
B. studying
C. is studying
D. are studying
2. Alicia,__________ the windows please. It's too hot in here.
A opens
B. open
C. opened
D. will opened
3. The movie was_________ the book.
A. as
B. as good
C. good as
D. as good as
4. Eli's hobbies include jogging, swimming, and____________.
A. to climb mountains
B. climb mountains
C. to climb
D. climbing mountains
5. Mr. Hawkins requests that someone_____________ the data by fax
immediately.
A. sent
B. sends
C. send
 75

D. to send
6. Who is _____________, Marina or Sachiko?
A. tallest
B. tall
C. taller
D. the tallest
7. The concert will begin_________ fifteen minutes.
A. in
B. on
C. with
D. about
8. I have only a___________Christmas cards left to write.
A. few
B. fewer
C. less
D. little
9. Each of the Olympic athletes_____________ for months, even years.
A. have been training
B. were training
C. has been training
D. been training
10. Maria_________ never late for work.
A. am
B. are
C. were
D. is
11. The company will upgrade___________ month computer information
systems next
A. there
B. their
 76

C. it's
D. its
12. Cheryl likes apples,__________she does not like oranges.
A. so
B. for
C. but
D. or
13. You were__________ the New York office before 2 p.m.
A. suppose call
B. supposed to call
C. supposed calling
D. supposed call
14. When I graduate from college next June, I________ a student here
for
five years.
A. will have been
B. have been
C. has been
D. will have
15. Ms. Guth___________rather not invest that money in the stock
market.
A. has to
B. could
C. would
D. must
Part II: English Grammar
1. The majority to the news is about violence or scandal.
A. The
B. to
C. news
 77

D. violence
2. Takeshi swimmed one hundred laps in the pool yesterday.
A. swimmed
B. hundred
C. in
D. yesterday
3. When our vacation, we plan to spend three days scuba diving.
A. When
B. plan
C. days
D. diving
4. Mr. Feinauer does not take critical of his work very well.
A. does
B. critical
C. his
D. well
5. Yvette and Rinaldo send e-mail messages to other often.
A. and
B. send
C. other
D. often
6. Mr. Olsen is telephoning a American Red Cross for help.
A. is
B. a
C. Red
D. for
7. I had a enjoyable time at the party last night.
A. a
B. time
 78

C. at
D. last
8. The doctor him visited the patient's parents.
A. The
B. him
C. visited
D. patient's
9. Petra intends to starting her own software business in a few years.
A. Intends
B. starting
C. software
D. few
10. Each day after school, Jerome run five miles.
A. Each
B. after
C. run
D. miles
11. He goes never to the company softball games.
A. never
B. the
C. softball
D. games
12. Do you know the student who books were stolen?
A. Do
B. know
C. who
D. were
13. Jean-Pierre will spend his vacation either in Singapore nor the
Bahamas.
A. will
 79

B. his
C. nor
D. Bahamas
14. I told the salesman that I was not interesting in buying the latest
model.
A. told
B. that
C. Interesting
D. buying
15. Frederick used work, for a multinational corporation when he lived
in Malaysia.
A. used work
B. multinational
C. when
D. lived in

Part III. English Vocabulary

1. The rate of________has been fluctuating wildly this week.
A. money
B. bills
C. coins
D. exchange
2. The bus ________arrives late during bad weather.
A. every week
B. lator
C. yesterday
D. always
3. Do you _________where the nearest grocery store is?
A. know
B. no
 80

C. now
D. not
4. Jerry Seinfeld, the popular American comedian, has his
audiences________.
A. putting too many irons in the fire
B. keeping their noses out of someone's business
C. rolling in the aisles
D. going to bat for someone
5. The chairperson will _________members to the subcommittee.
A. appoint
B. disappoint
C. appointment
D. disappointed
6. The critics had to admit that the ballet_______was superb.
A. procrastinate
B. performance
C. pathology
D. psychosomatic
7. Peter says he can't________our invitation to dinner tonight.
A. angel
B. across
C. accept
D. almost
8. We were____________ friends in that strange but magical country.
A. upon
B. among
C. toward
D. in addition to
9. The hurricane caused___________damage to the city.
A. extend
 81

B. extended
C. extensive
D. extension
10. Many cultures have special ceremonies to celebrate a
person's____________ of passage into adulthood.
A. right
B. rite
C. writ
D. write
Part IV. English Reading Comprehension
Directions to Erik's house
Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two
miles. After one mile, you will pass a small shopping center on your
left. At the next set of traffic lights, turn right onto Maple Drive. Erik's
house is the third house on your left. It's number 33, and it's white with
green trim.
1. What is Erik's address?
A. Interstate 25
B. 2 Elm Street
C. 13 Erika Street
D. 33 Maple Drive
2. Which is closest to Erik's house?
A. the traffic lights
B. the shopping center
C. exit 7S
D. a greenhouse
Date: May 16, 1998
To: Megan Fallerman
From: Steven Roberts
Subject: Staff Meeting
 82

Please be prepared to give your presentation on the monthly sales

figures at our upcoming staff meeting. In addition to the accurate
accounting of expenditures for the
monthly sales, be ready to discuss possible reasons for fluctuations as
well as possible trends in future customer spending. Thank you.
3. The main focus of the presentation will be
A. manthly expenditures
B. monthly salary figures
C. monthly sales figures
D. staff meeting presentations
4. Who will give the presentation?
A. the company president
B. Megan Fallerman
C. Steven Roberts
D. future customers
The B&B Tour
Spend ten romantic days enjoying the lush countryside of southern
England. The counties of Devon, Dorset, Hampshire, and Essex invite
you to enjoy their castles and coastline, their charming bed and
breakfast inns, their museums and their cathedrals. Spend lazy days
watching the clouds drift by or spend active days hiking the glorious
hills. These fields were home to Thomas Hardy, and the ports launched
ships that shaped world history. Bed and breakfasts abound, ranging
from quiet farmhouses to lofty castles. Our tour begins August 15. Call
or fax us today for more information 1-800- 222-XXXX. Enrollment is
limited, so please call soon.
5. Which of the following counties is not included in the tour?
A. Devon
B. Cornwall
C. Essex
D. Hampshire
6. How many people can go on this tour? r
A. 10
B. an unlimited number
 83

C.2-8
D. a limited number
7. What can we infer about this area of southern England?
A. The region has lots of vegetation.
B. The coast often has harsh weather.
C. The sun is hot and the air is dry.
D. The land is flat
Anna Szewcyzk, perhaps the most popular broadcaster in the news
media today, won the 1998 Broadcasting Award. She got her start in
journalism as an editor at the Hollsville County Times in Missouri. When
the newspaper went out of business, a colleague persuaded her to
enter the field of broadcasting. She moved to Oregon to begin a
master's degree in broadcast journalism at Atlas University. Following
graduation, she was able to begin her career as a local newscaster
with WPSU-TV in Seattle, Washington, and rapidly advanced to national
television. Noted for her quick wit and trenchant commentary, her
name has since become synonymous with Good Day, America!
Accepting the award at the National Convention of Broadcast
Journalism held in Chicago, Ms. Szewcyzk remarked, "I am so honored
by this award that I'm at a total loss for words!" Who would ever have
believed it?
8. What is the purpose of this announcement?
A. to invite people to the National Convention of Broadcast Joumalism
B. to encourage college students to study broadcasting
C. to recognize Ms. Szewcyzk's accomplishments
D. to advertise a job opening at the Hollaville County Times
9. The expression "to become synonymous with" means
A. to be the same as
B. to be the opposite of.
C. to be in sympathy with.
D. to be discharged from.
10. What was Ms. Szewczyk's first job in journalism?
A. She was a T.V. announcer in Washington
B. She was a newscaster in Oregon.
 84

C. She was an editor for a newspaper in Missouri.

D. She was a talk show host in Chicago.

APPENDIX F Answer Key

Answer Key

English Grammar English Vocabulary English reading

comprehension

Part I Part II Part III Part IV

1.C 1.B 1. D 1.D
2.B 2.A 2. D 2. A
3.D 3. A 3. A 3. C
4.D 4. B 4. C 4. B
5.C 5. C 5. A 5. B
6.C 6. B 6. B 6. D
7.A 7. A 7. C 7. A
8.A 8. B 8. B 8. C
9.C 9. B 9. C 9. A
10.D 10. C 10. B 10. C
11.D 11. A
12.C 12. C
13.B 13. C
14.A 14. C
15.C 15. A
 85

APPENDIX G Documentation
86