Introduction: The rapid evolution of technology and the increasing use of e-learning in educational settings make mobile affordances an important consideration. However, some individuals may experience technophobia, fear, or anxiety towards technology, while others may feel technophilia, a positive attraction and enthusiasm towards it. The present research attempted to investigate the interrelationship between the Iranian EFL learners’ mobile affordances and their sense of technophobia and technophilia. Besides, it was aimed to determine any significant difference between Iranian EFL learners’ sense of technophobia and technophilia regarding their gender.Methodology:The study utilized a quantitative correlational research design. A total of 200 EFL learners participated in the studyusing the convenience sampling method. The data were collected using technophobia and technophilia questionnairesand mobile affordances inventory. A Pearson correlation test and two independent samples t-tests were performed to analyze the data collected.Results: The results of the Pearson correlation coefficient indicated an inverse and negative correlation between EFL learners’mobile affordances and their sense of technophobia,while a relatively positive correlation between Iranian EFL learners’ mobile affordances perceptions and their sense of technophilia was found. Moreover, the findings revealed that gender was not a significant factor in explaining differences in technophilia and technophobia among EFL learners. Conclusion:The results indicatedan inverse and negative correlation betweenEFLlearners’mobile affordances and their sense of technophobia. This suggests that as learners perceive more mobile affordances, theirtechnophobia decreases. Additionally, this implies that as learners perceive more mobile affordances, their technophilia increases. The findings suggest that mobile affordances play a significant role in reducing technophobia and increasing technophilia among EFL learners. This highlights the importance of incorporating mobile technology in educational settings to promote positive attitudes toward technology.
Due to the development of technology and e-learning, the role of mobile affordances in learning has become of great importance. Affordances,firstly,have been defined by Bruce et al. (2003) as the actions and interactions offered by the environment and surroundings.Accordingly, many researchers have outlined the main affordances of mobile. Naismith et al. (2004) have noted the portability of the device,meaning thatit can be carried easily. Orr (2010) has stated that data Gathering would be one of the main affordances. Lai et al. (2007) propose that interactions with mobiles are more important; thus, it all depends on how a user is working with the device. Besides, So et al. (2008) have brought up a new aspect of the device,which is contextualization and active learning. Tan and So (2015) also declare that the mobile is an outer environment for learning that has a great effect on the efficiency of learning, the richer the environment,the more efficient the learning….