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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
Summary
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.
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.
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