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Factors Influencing University Students' Persistence and Satisfaction Towards Self-Directed Language Learning Using

Yuzhi Lai1,2, Nadira Saab2, Wilfried Admiraal3

  • 1School of Foreign Studies, Hefei University of Technology, Hefei 230601, China.

Behavioral Sciences (Basel, Switzerland)
|May 4, 2026
PubMed
Summary
This summary is machine-generated.

Mobile readiness and engagement are key to student satisfaction and persistence in self-directed language learning. Teacher support positively influences mobile readiness but can negatively impact engagement, highlighting a complex relationship in mobile-assisted education.

Keywords:
higher educationlanguage learningmobile technologypersistenceself-directed learningstructural equation modeling

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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Digital Learning

Background:

  • Mobile-assisted language learning (MALL) research often overlooks student-initiated, self-directed learning outside the classroom.
  • Student satisfaction and persistence are crucial for effective self-directed learning (SDL) using mobile technology.
  • Understanding factors influencing MALL engagement is vital for optimizing learning outcomes.

Purpose of the Study:

  • To investigate the predictors of university learners' satisfaction and persistence in self-directed language learning via mobile technology.
  • To analyze the roles of mobile readiness, teacher support, and engagement in this context.
  • To explore the mediating effect of mobile readiness on the relationship between teacher support and engagement.

Main Methods:

  • A survey was administered to 446 university language learners in Chinese universities.
  • Structural equation modeling (SEM) was employed to analyze the collected data.
  • Quantitative analysis was used to examine the relationships between key variables.

Main Results:

  • Learner satisfaction positively correlated with mobile readiness and persistence.
  • Persistence was positively associated with both mobile readiness and engagement.
  • Mobile readiness significantly predicted engagement, with teacher support indirectly impacting engagement through mobile readiness.
  • Teacher support positively influenced mobile readiness but negatively affected engagement.

Conclusions:

  • Mobile readiness and engagement are significant drivers of satisfaction and persistence in mobile self-directed language learning.
  • Teacher support's role is complex, positively affecting mobile readiness but potentially hindering engagement.
  • Future research should further investigate learner characteristics and teacher support strategies within mobile self-directed learning environments.