<![CDATA[The Mendeley reference manager is extensively utilized in higher education. Despite its accessibility and proven benefits in enhancing citation efficiency and accuracy, sustained use largely depends on users’ perceived acceptability. Prior studies indicate that Mendeley supports students’ academic writing; however, evidence on its long-term adoption following training and technical support remains limited. To address this gap, it is essential to examine users’ perceptions of digital reference tool acceptability following training and technical support. This study employed a descriptive qualitative design with 30 final-year English Education students. Data were collected using a 16-item questionnaire measuring Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) within the technology acceptance model. Results indicate strong approval across both constructs. In the PU aspect, efficiency was unanimously affirmed, with 100% acknowledging improved reference management and 97% noting faster bibliography generation. In the PEOU aspect, all participants agreed that Mendeley is easy to learn, and 96% highlighted the role of instructional support. However, analysis revealed a notable gap: despite 90% reporting high self-efficacy, 23% expressed neutrality regarding the absence of difficulties in basic features, suggesting that full autonomous proficiency has not yet been achieved and that additional sessions are needed to strengthen technical independence. Overall, the training and technical assistance provided through the Mendeley workshop offered a strong foundation, demonstrated by its functional value and ease of use.]]>
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