Integrating smartphones into EFL classrooms: Student satisfaction and perceived learning effectiveness
Published: August 14, 2026
Abstract
This study evaluates student satisfaction and the effects of smartphone integration on perceived learning effectiveness in English as a Foreign Language (EFL) classrooms. A quantitative survey of 328 students was analyzed using partial least squares structural equation modeling based on an extended UTAUT framework. The findings show that learning expectancy, effort expectancy, social influence, facilitating conditions, and perceived enjoyment positively influence students’ intentions to continue using smartphones. Learner control does not significantly affect continuance intention but positively influences satisfaction. Both satisfaction and continuance intention have direct positive effects on perceived learning effectiveness, with satisfaction exerting the stronger influence. The study recommends incorporating interactive and gamified applications, guiding students to use smartphones appropriately, improving digital learning infrastructure, and strengthening lecturers’ technological competencies to enhance smartphone-supported English teaching and learning.
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