<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792022000100066</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v50i1.11006</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Acceptance and Use of Mobile-Assisted Language Learning by Higher Education Language Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Aceptación y uso del aprendizaje de idiomas asistido por dispositivos móviles por parte de profesores de idiomas de educación superior]]></article-title>
<article-title xml:lang="fr"><![CDATA[Acceptation et utilisation de l'apprentissage des langues assisté par mobile par les professeurs de langues de l'enseignement supérieur]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Botero]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nguyet Diep]]></surname>
<given-names><![CDATA[Anh]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Botero]]></surname>
<given-names><![CDATA[Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zhu]]></surname>
<given-names><![CDATA[Chang]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Questier]]></surname>
<given-names><![CDATA[Frederik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Vrije Universiteit Brussel  ]]></institution>
<addr-line><![CDATA[Bruselas ]]></addr-line>
<country>Bélgica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Liege  ]]></institution>
<addr-line><![CDATA[Bruselas ]]></addr-line>
<country>Bélgica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Quindío  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Vrije Universiteit Brussel  ]]></institution>
<addr-line><![CDATA[Bruselas ]]></addr-line>
<country>Bélgica</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Vrije Universiteit Brussel  ]]></institution>
<addr-line><![CDATA[Bruselas ]]></addr-line>
<country>Bélgica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>50</volume>
<numero>1</numero>
<fpage>66</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792022000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792022000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792022000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Mobile-assisted language learning (MALL) is increasingly gaining attention from educational stakeholders. This quantitative study implements the Unified Theory of Acceptance and Use of Technology (UTAUT) model with the added variable of attitude. The participants were 89 Colombian higher education language teachers who shared their views on MALL via an online questionnaire. The results indicate that teachers&#8217; behavioral intention is influenced by their attitude, social influence and facilitating conditions. The study also highlights the importance of including use behavior in the measurement model: teachers who scarcely use MALL express stronger intentions to use it when compared to teachers with high MALL use, resulting in a negative correlation between behavioral intention and use behavior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje de idiomas asistido por dispositivos móviles (MALL) está ganando mayor interés por parte de la comunidad académica. Este estudio cuantitativo implementa el modelo de aceptación UTAUT complementado con la variable actitud. Los participantes fueron 89 profesores de idiomas de educación superior colombianos que compartieron sus puntos de vista sobre MALL a través de un cuestionario en línea. Los resultados indican que la intención conductual de los profesores está afectada por su actitud, influencia social y condiciones facilitadoras. El estudio también destaca la importancia de incluir el comportamiento de uso en el modelo de medición: los maestros que poco usan MALL muestran intenciones más fuertes de usarlo en comparación con los maestros con un alto uso de MALL, lo que resulta en una correlación negativa entre la intención de comportamiento y el comportamiento de uso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'apprentissage des langues assisté par mobile (MALL) attire de plus en plus l'attention des acteurs de l'éducation. Cette étude quantitative met en &#339;uvre le modèle d'acceptation UTAUT étendu avec l'attitude variable. Les participants étaient 89 professeurs de langues de l'enseignement supérieur colombiens qui ont partagé leurs points de vue sur MALL via un questionnaire en ligne. Les résultats indiquent que l&#8217;intention comportementale des enseignants est influencée par leur attitude, leur influence sociale et leurs conditions de facilitation. L'étude met également en évidence l'importance d'inclure le comportement d'utilisation dans le modèle de mesure: les enseignants qui n'utilisent que rarement MALL montrent une intention de l'utiliser plus forte que les enseignants à forte utilisation de MALL, ce qui entraîne une corrélation négative entre l'intention comportementale et le comportement d'utilisation.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[acceptance]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[language teachers]]></kwd>
<kwd lng="en"><![CDATA[mobile assisted language learning]]></kwd>
<kwd lng="en"><![CDATA[UTAUT]]></kwd>
<kwd lng="es"><![CDATA[aceptación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de lenguas asistido por dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[profesores de idiomas, UTAUT]]></kwd>
<kwd lng="fr"><![CDATA[acceptation]]></kwd>
<kwd lng="fr"><![CDATA[enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[professeurs de langues]]></kwd>
<kwd lng="fr"><![CDATA[langue assistée par mobile apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[UTAUT]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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