Factors Influencing University Students’ Persistence and Satisfaction Towards Self-Directed Language Learning Using Mobile Technology

Research on mobile-assisted language learning has mainly focused on teacher-initiated learning, instead of student-initiated learning outside of class. In self-directed language learning with mobile technology, students’ satisfaction with and persistence in learning are conditionafor making self-directed learning effective. This study examined how university learners’ persistence and satisfaction towards self-directed language learning using mobile technology are predicted by mobile readiness, teacher support, and engagement. Survey data from 446 language learners in different disciplines attending Chinese universities were analyzed using structural equation modeling. Learners’ satisfaction was found to be significantly and positively related to their mobile readiness and persistence to both mobile readiness and engagement. Additionally, learners’ mobile readiness was found to make a strongly significant contribution to engagement in self-directed learning using mobile technology. And teacher support was significantly and positively linked to learners’ mobile readiness yet negatively to learners’ engagement. However, the findings showed an indirect and positive impact on learners’ engagement with a mediating role for mobile readiness. Considering the importance of learners’ mobile readiness and the critical impact of teacher support in our context, further research should explore learners’ characteristics and teacher support in mobile self-directed learning settings.