EFL Students' Acceptance of LINGA: Perceptions, Relevance, and Challenges in Practicing Extensive Reading

Abstract

Extensive reading is one of the most challenging aspects of language learning, especially for foreign language learners at the tertiary level. Among the existing studies, exploring mobile applications designed explicitly to overcome extensive Reading problems is still limited. Thus, this study aimed to investigate the implementation of Linga, which is intended to support extensive reading and has not yet been discussed. A qualitative approach was employed, adopting the Technology Acceptance Model (TAM) proposed by Davis (1985) to explore students’ acceptance of Linga based on students’ perceptions, the relevance of Linga to extensive reading, and the challenges faced in its use. The data was collected through questionnaires and semi-structured interviews, which would be validated using triangulation techniques to enhance credibility. The results showed that students positively perceive Linga’s ease of use and usefulness as a learning medium. These findings indicated that Linga was accepted as a suitable learning tool that meets students’ needs. In practice, its flexibility, adaptability, accessibility, and efficiency have successfully supported students throughout their Extensive Reading course. Students expressed satisfaction with the diversity of engaging books and the valuable features that effectively improved their reading motivation and engagement. The integrated translation feature was one of the most highly appreciated tools, as it helped students enhance contextual reading comprehension while supporting vocabulary development, reading speed, and other language skills. Therefore, this study recommends using Linga as a supportive medium for extensive reading in educational contexts.