ISSN: 2226-3624
Open access
This study investigates the factors influencing the utilisation of ubiquitous technology in an English language course among engineering students in Malaysia, with particular emphasis on the moderating role of gender. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), this study positions gender as a moderating variable, examining how it shapes the relationships between key determinants and students’ behavioural intention to use and actual utilisation of ubiquitous technology for English language learning. Data were collected from 120 undergraduate engineering students enrolled in an English course at a technical university in Malaysia using a 37-item questionnaire measured on a five-point Likert scale. Structural equation modelling and multi-group analysis were employed to test the hypothesised relationships and to examine gender as a moderating variable. Crucially, moderation analysis revealed that gender exerted a selective moderating effect, significantly altering the relationship between effort expectancy and ubiquitous technology utilisation. Specifically, the effect of effort expectancy on utilisation was significant for female students (? = ?.197, p = .042) but non-significant for male students, indicating that ease of use plays a more decisive role in shaping female students’ technology utilisation behaviour. No moderating effects of gender were observed for performance expectancy, facilitating conditions, social status, or technology competency, underscoring that gender differences in ubiquitous technology use are construct-specific rather than pervasive. These findings make a clear contribution to technology adoption research in English language learning by demonstrating that gender meaningfully shapes how ubiquitous technology is utilised, particularly through its moderating effect on ease of use. While perceived usefulness and institutional support drive technology adoption for all students, ease of use emerges as a decisive factor for female learners, directly influencing their engagement with technology-mediated English learning. Accordingly, educators and university administrators must move beyond one-size-fits-all technology integration and prioritise intuitive, low-barrier digital learning environments that explicitly address gender-sensitive usability needs to ensure equitable and effective English language learning in higher education.
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