Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top‐down educational policies are prevalent, the roles of teachers are usually overemphasized while learners–the end‐users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile‐assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch‐based path model. Results indicated that students showed stronger desire for teachers’ orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers’ demonstration of mobile‐assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning.

中文翻译：

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老师的支持和学生对移动辅助语言学习的接受：越南高等教育背景的证据

在正式和非正式场合中，教师在促进使用移动设备进行语言学习方面都发挥着关键作用。但是，在自上而下的教育政策盛行的情况下，教师的作用通常被过分强调，而学习者（教育技术的最终用户）却被很大程度上忽略了。对于学生期望教师在促进他们接受移动辅助语言学习中所扮演的角色，人们尚不清楚。进行这项研究的目的是使用扩展技术接受模型（TAM）填补这一空白。通过基于Rasch的路径模型分析了293名越南高等教育英语学习者的调查数据。结果表明，与教师展示教室中的移动辅助语言学习活动相比，学生表现出了对教师更倾向于使用移动资源进行教室内部和外部语言学习的强烈渴望。研究结果为教师，研究人员和语言教育政策制定者在促进使用移动设备进行语言学习方面提供了有益的启示。